Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/903
Title: Professional Development for Secondary Science Teachers: A Faded Scaffolding Approach to Preparing Teachers to Integrate Computing
Authors: Tofel-Grehl, Colby
Searle, Kristin A
Feldon, David F
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Tofel-Grehl, C., Searle, K. A., & Feldon, D. F. (2018). Professional Development for Secondary Science Teachers: A Faded Scaffolding Approach to Preparing Teachers to Integrate Computing. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: Though we often think of computing as a discrete discipline, computing competencies are integral to professional practices in STEM fields. The Next Generation Science Standards demonstrate the importance of these disciplinary tools by directly incorporating science, mathematics, and engineering with computing in grades K-12. To assist children with learning the knowledge and skills authentic to these disciplines, we need teachers with appropriate content and pedagogical knowledge of computing. However, most K-12 teachers have little to no computing background. This design-based research study explores how designing professional development (PD) with faded scaffolds and worked examples can further teacher training efforts to bring computing to core content classes. Forty-six teachers participated in summer PD opportunities that introduced them to electronic textiles as a vehicle for integrating computing into their science classrooms. The professional and curriculum development processes evolved through an iterative design intended to build better scaffolds for teacher and student learning.
URI: https://doi.dx.org/10.22318/cscl2018.560
https://repository.isls.org//handle/1/903
Appears in Collections:ICLS 2018

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