Please use this identifier to cite or link to this item:
Title: Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development
Authors: Kyza, Eleni A. 
Nicolaidou, Iolie 
Keywords: Co-design
Educational reform
Inquiry learning
Online learning environments
Teachers’ professional development
Science education
Issue Date: 27-Jul-2016
Publisher: Taylor and Francis Ltd.
Source: CoDesign, 2016, Pages 1-26
Abstract: This study examined the contribution of a co-design approach to science teachers’ situated professional development, and explored its effect on student learning and motivation. Study participants were three science teachers who were members of a co-design team; one of the teachers enacted the designed learning environment with her 11th grade, non-science major students. Data were collected from 31 design meetings over two years, teacher interviews, and from pre-post student learning and motivation assessments. Findings indicated that the co-design approach addressed teachers’ reform-based professional development needs, had greater impact on the enacting teacher, and met the enacting students’ learning and motivation needs. The findings talk to the potential of co-design as a successful approach for teachers’ reform-based, situated professional development.
ISSN: 15710882
Rights: © 2016 Informa UK Limited, trading as Taylor & Francis Group
Appears in Collections:Άρθρα/Articles

Show full item record

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.