A PLACE BASED CLIMATE SCIENCE COURSE FOR K-12 TEACHER PROFESSIONAL DEVELOPMENT ON ANDROS ISLAND, BAHAMAS

This chapter examines the use of blended learning in an online community which supported teacher professional development in the province of Ontario, Canada for ten years. The online network which was called The Education Network of Ontario/ Le Réseau éducatif de l’Ontario (ENO/REO) used a blend of tools and some face-to-face opportunities to support teacher professional development across the province. Teachers were encouraged to use the ENO/REO environment to join in discussions, create and maintain online projects and share research and curriculum resources. The chapter will focus on a study which examined the effect of long term participation in such a community in order to provide insight into the use of blended learning in online communities for professional development.

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Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

Journal of Education for Sustainable Development ◽

10.1177/0973408220934645 ◽

2020 ◽

Vol 14 (1) ◽

pp. 5-19 ◽

Cited By ~ 1

Author(s):

Timothy A. Goodale

Keyword(s):

Professional Development ◽

Teacher Professional Development ◽

Professional Learning ◽

The United States ◽

School Science ◽

Marine Science ◽

Teacher Professional ◽

Sustainability Initiatives ◽

K 12 ◽

The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

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Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

Education Sciences ◽

10.3390/educsci10090234 ◽

2020 ◽

Vol 10 (9) ◽

pp. 234

Author(s):

Shawn Rowe ◽

Mariapaola Riggio ◽

Raffaele De Amicis ◽

Susan R. Rowe

Keyword(s):

Professional Development ◽

Rural Communities ◽

Built Environment ◽

Teacher Perceptions ◽

Teacher Professional Development ◽

Teaching And Learning ◽

Sensor Data ◽

After School ◽

Teacher Professional ◽

K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

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Engaging High School Students in an Engineering Thermodynamics Project

International Journal of Engineering Pedagogy (iJEP) ◽

10.3991/ijep.v5i1.4046 ◽

2015 ◽

Vol 5 (1) ◽

pp. 12 ◽

Cited By ~ 1

Author(s):

Armando Paulino Preciado Babb ◽

Candace Saar ◽

Jim Brandon ◽

Sharon Friesen

Keyword(s):

Professional Development ◽

High School ◽

High School Students ◽

Teacher Professional Development ◽

Science Teachers ◽

School Level ◽

Engineering Project ◽

Teacher Professional ◽

K 12 ◽

Mathematics And Science

Efforts for recruiting and retaining students in engineering programs are evident in many postsecondary institutions around the world. These efforts include outreach programs at both elementary and secondary school level, as well as projects that develop capacities beyond technical content—often taught as declarative and procedural knowledge. The mandate of the Galileo Education Network Association includes the design of rich learning environments engaging K – 12 students in authentic tasks: tasks that resemble the real work of professionals such as engineers. We describe the experience of enacting a seven-session engineering project in thermodynamics with Grade Ten students. Special attention is paid to formative assessment as an essential support for students' learning along the project. The initial project resulted from the collaboration—as a means for teacher professional development—between this network association and the mathematics and science teachers in a western Canadian high school. We propose that programs for teacher professional development in mathematics and science should include a focus on tasks that resemble the work of engineering in order to design authentic, engaging learning tasks, and assessing strategies that support and enhance student learning.

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