Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6478
Title: A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology Units
Authors: Peel, Amanda
Dabholkar, Sugat
Anton, Gabriella
Wu, Sally
Wilensky, Uri
Horn, Michael
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Peel, A., Dabholkar, S., Anton, G., Wu, S., Wilensky, U., & Horn, M. (2020). A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology Units. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1950-1957). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Teachers in K-12 science classrooms play a key role in helping their students engage in computational thinking (CT) activities that reflect authentic science practices. However, we know less about how to support teachers in integrating CT into their classrooms. This paper presents a case of one science teacher over three years as she participated in a Design Based Implementation Research project focused on integrating CT into science curriculum. We analyze her professional growth as a designer and instructor as she created and implemented three computationally-enriched science units with the support of our research team. Results suggest that she became more confident in her understanding of and ability, leading to greater integration of CT in the science units. Relationships with the research team and co-design experiences mediated this growth. Findings yield implications for how best to support teachers in collaborative curriculum design.
URI: https://doi.dx.org/10.22318/icls2020.1950
https://repository.isls.org//handle/1/6478
Appears in Collections:ICLS 2020

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