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Supporting the Integrated Learning of Science, Engineering, and Computational Thinking in an Open-Ended Learning Environment
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Ningyu Zhang – ProQuest LLC, 2020
Recently there has been a call among researchers, practitioners, and policymakers for the integration of science and engineering education in K-12 curricula. Similarly, computational thinking (CT) has been recognized as a framework for developing computer literacy and computing skills among the Science, Technology, Engineering, and Mathematics…
Descriptors: Science Education, Engineering Education, Computation, Thinking Skills
A Standards-Based Professional Development Program and the Resulting Impact on Two Sixth Grade Teachers' Classroom Practices
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Bereki, Debra Lynn – ProQuest LLC, 2010
In 2000, California introduced science content standards as part of an across the curriculum reform. This presented a special challenge for elementary teachers due to an increased emphasis on math and language arts, and limited science background and resources. This two year qualitative study looks at a professional development program that…
Descriptors: Curriculum Development, Earth Science, Program Effectiveness, Educational Change
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science
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Penuel, William R.; Gallagher, Lawrence P. – Journal of the Learning Sciences, 2009
This study compared the efficacy of 3 approaches to professional development in middle school Earth science organized around the principles of Understanding by Design (Wiggins & McTighe, 1998) in a sample of 53 teachers from a large urban district. Teachers were randomly assigned to a control group or to 1 of 3 conditions that varied with…
Descriptors: Units of Study, Earth Science, Faculty Development, Teacher Competencies
Preparing Teachers to Design Instruction in Middle School Earth Science: Comparing the Impacts of Three Professional Development Programs on Teaching and Learning
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Penuel, William R.; Gallagher, Lawrence P. – Society for Research on Educational Effectiveness, 2009
The purpose of this study is to compare the efficacy of three different approaches to professional development in Earth science education: preparing teachers to "adopt" expert-"design" curricula; preparing teachers to use a principled approach to design curricula; and preparing teachers to use a principled approach to "adapt" curricula. The claims…
Descriptors: Earth Science, Teaching Methods, Instructional Design, Middle School Teachers