A case study of teacher professional growth through co-design and implementation of computationally enriched biology units

Amanda Peel; Sugat Dabholkar; Gabriella Anton; Sally Wu; Uri Wilensky; Michael Horn

A case study of teacher professional growth through co-design and implementation of computationally enriched biology units

Amanda Peel, Sugat Dabholkar, Gabriella Anton, Sally Wu, Uri Wilensky, Michael Horn

School of Education and Social Policy

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

16 Scopus citations

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.

Original language	English (US)
Title of host publication	14th International Conference of the Learning Sciences
Subtitle of host publication	The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
Editors	Melissa Gresalfi, Ilana Seidel Horn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1950-1957
Number of pages	8
ISBN (Electronic)	9781732467286
State	Published - 2020
Event	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	4
ISSN (Print)	1573-4552

Conference

Conference	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/Territory	United States
City	Nashville
Period	6/19/20 → 6/23/20

Funding

This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #201600069). Any opinions, findings, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funding organizations.

ASJC Scopus subject areas

Human-Computer Interaction
Education

Cite this

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 M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 1950-1957). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS).

Peel, Amanda ; Dabholkar, Sugat ; Anton, Gabriella et al. / A case study of teacher professional growth through co-design and implementation of computationally enriched biology units. 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. editor / Melissa Gresalfi ; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. pp. 1950-1957 (Computer-Supported Collaborative Learning Conference, CSCL).

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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.",

author = "Amanda Peel and Sugat Dabholkar and Gabriella Anton and Sally Wu and Uri Wilensky and Michael Horn",

note = "Funding Information: This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #201600069). Any opinions, findings, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funding organizations. Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",

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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 M Gresalfi & IS Horn (eds), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 4, International Society of the Learning Sciences (ISLS), pp. 1950-1957, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 6/19/20.

A case study of teacher professional growth through co-design and implementation of computationally enriched biology units. / Peel, Amanda; Dabholkar, Sugat; Anton, Gabriella et al.
14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. ed. / Melissa Gresalfi; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. p. 1950-1957 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AU - Horn, Michael

N1 - Funding Information: This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #201600069). Any opinions, findings, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funding organizations. Publisher Copyright: © 2020 International Society of the Learning Sciences (ISLS). All rights reserved.

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N2 - 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.

AB - 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.

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Peel A, Dabholkar S, Anton G, Wu S, Wilensky U , Horn M. A case study of teacher professional growth through co-design and implementation of computationally enriched biology units. In Gresalfi M, Horn IS, editors, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2020. p. 1950-1957. (Computer-Supported Collaborative Learning Conference, CSCL).

A case study of teacher professional growth through co-design and implementation of computationally enriched biology units

Abstract

Publication series

Conference

Funding

ASJC Scopus subject areas

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