Publication Date
2019
Document Type
Thesis
Committee Members
Lisa Kenyon, Ed.D. (Advisor); William Romine, Ph.D. (Committee Member); Jeffrey Peters, Ph.D. (Committee Member); Katherine Excoffon, Ph.D. (Committee Member)
Degree Name
Master of Science (MS)
Abstract
Although numerous studies have documented the benefits of using scientific practices in K-12 education, many in-service teachers continue to use traditional pedagogical practices. In order to address the underlying deficiencies in teacher pedagogical design capacity (PDC) for practices, we developed a lesson study (LS) based professional learning (PL) program, which we implemented at a low socio-economic status (SES) school district. Using classical content analysis and supplementary assessments, I investigated the impact this LS based PL program had on teacher PDC for scientific practices (particularly the practice of argumentation), student argumentation competency, and teacher self-efficacy. My results demonstrate that teacher PDC for the several scientific practices, particularly scientific modeling, argumentation, and communicating findings, increased due to our PL program. However, student argumentation competency and teacher self-efficacy remained stagnant, possibly due to the short timescale (1 year) of our intervention and the lack of support from upper-level administrators.
Page Count
146
Department or Program
Department of Biological Sciences
Year Degree Awarded
2019
Copyright
Copyright 2019, all rights reserved. My ETD will be available under the "Fair Use" terms of copyright law.
ORCID ID
0000-0001-8993-6988
