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https://hdl.handle.net/20.500.14279/9088
Τίτλος: | Co-designing reform-based online inquiry learning environments as a situated approach to teachers’ professional development | Συγγραφείς: | Kyza, Eleni A. Iolie Nicolaidou |
Major Field of Science: | Social Sciences | Field Category: | Media and Communications | Λέξεις-κλειδιά: | Co-design;Educational reform;Inquiry learning;Online learning environments;Teachers’ professional development;Science education | Ημερομηνία Έκδοσης: | 2-Οκτ-2017 | Πηγή: | CoDesign, 2017, vol. 13, no. 4, pp. 261-286 | Volume: | 13 | Issue: | 4 | Start page: | 261 | End page: | 286 | Περιοδικό: | CoDesign | Περίληψη: | 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: | https://hdl.handle.net/20.500.14279/9088 | ISSN: | 17453755 | DOI: | 10.1080/15710882.2016.1209528 | Rights: | © Taylor & Francis | Type: | Article | Affiliation: | Cyprus University of Technology | Publication Type: | Peer Reviewed |
Εμφανίζεται στις συλλογές: | Άρθρα/Articles Άρθρα/Articles |
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