Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science
Name
Klopfer_Using an.pdf
Size
238.97 KB
Format
Adobe PDF
Checksum (MD5)
3d7ead17b2a2eab02a9869a35e1b7a8a
Author(s)
Yoon, Susan A.
Koehler-Yom, Jessica
Anderson, Emma
Lin, Joyce
Klopfer, Eric
Alternative Title
Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science
Date Issued
April 2015
Journal
Research in Science & Technological Education
Publisher
Taylor & Francis
Citation
Yoon, Susan A., Jessica Koehler-Yom, Emma Anderson, Joyce Lin, and Eric Klopfer. “Using an Adaptive Expertise Lens to Understand the Quality of Teachers’ Classroom Implementation of Computer-Supported Complex Systems Curricula in High School Science.” Research in Science & Technological Education 33, no. 2 (January 12, 2015): 237–251.
Version
Author's final manuscript
Abstract
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.
Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.
Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.
Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.
Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.
Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.
MIT Department
Massachusetts Institute of Technology. Department of Urban Studies and Planning
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1080/02635143.2015.1031099
