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|Title:||Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development||Authors:||Kyza, Eleni A.
|Keywords:||Co-design;Educational reform;Inquiry learning;Online learning environments;Teachers’ professional development;Science education||Category:||Media and Communications||Field:||Social Sciences||Issue Date:||2017||Publisher:||Taylor and Francis Ltd.||Source:||CoDesign, 2017, Volume 13, Issue 4, Pages 261-286||metadata.dc.doi:||https://doi.org/10.1080/15710882.2016.1209528||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.||URI:||http://ktisis.cut.ac.cy/handle/10488/9088||ISSN:||15710882||Rights:||© 2016 Informa UK Limited, trading as Taylor & Francis Group||Type:||Article|
|Appears in Collections:||Άρθρα/Articles|
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