The Impact of Collaborative Curriculum Design on Teacher Professional Learning | The Electronic Journal for Research in Science & Mathematics Education

<!DOCTYPE html> <html lang="en-US" xml:lang="en-US"> <head> <meta charset="utf-8"> <meta name="viewport" content="width=device-width, initial-scale=1.0"> <title> The Impact of Collaborative Curriculum Design on Teacher Professional Learning | The Electronic Journal for Research in Science & Mathematics Education </title> <link rel="icon" href="https://ejrsme.icrsme.com/public/journals/89/favicon_en_US.png"> <meta name="generator" content="Open Journal Systems 3.3.0.18"> <link rel="schema.DC" href="http://purl.org/dc/elements/1.1/" /> <meta name="DC.Creator.PersonalName" content="Dina Drits-Esser"/> <meta name="DC.Creator.PersonalName" content="Louisa A. Stark"/> <meta name="DC.Date.created" scheme="ISO8601" content="2015-12-08"/> <meta name="DC.Date.dateSubmitted" scheme="ISO8601" content="2015-05-03"/> <meta name="DC.Date.issued" scheme="ISO8601" content="2015-12-08"/> <meta name="DC.Date.modified" scheme="ISO8601" content="2015-12-08"/> <meta name="DC.Description" xml:lang="en" content="Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university facilitators to create curriculum materials. We used a two-case study design to investigate how teacher collaborative curriculum design (the first part of development, in which ideas for curriculum are created) impacted participant professional learning during a five-day summer institute. Interview or survey data were collected from 41 secondary biology teacher participants in two summer institutes. Results indicated that teachers experienced shifts in their science knowledge, beliefs about science, beliefs about science teaching and learning, and in their science teaching practice. We concluded that the curriculum design process, which can occur in a relatively short time period, can foster meaningful, task-oriented collaboration. The collaboration process provides the vehicle for active learning, where teachers can reflect on their beliefs while applying new knowledge to the classroom. Recommendations for other professional development programs along with a discussion of the program鈥檚 unique philosophy are provided."/> <meta name="DC.Format" scheme="IMT" content="application/pdf"/> <meta name="DC.Identifier" content="15129"/> <meta name="DC.Identifier.URI" content="https://ejrsme.icrsme.com/article/view/15129"/> <meta name="DC.Language" scheme="ISO639-1" content="en"/> <meta name="DC.Rights" content="Copyright (c) 2015 Electronic Journal of Science Education"/> <meta name="DC.Rights" content=""/> <meta name="DC.Source" content="The Electronic Journal for Research in Science & Mathematics Education"/> <meta name="DC.Source.ISSN" content="2692-241X"/> <meta name="DC.Source.Issue" content="8"/> <meta name="DC.Source.Volume" content="19"/> <meta name="DC.Source.URI" content="https://ejrsme.icrsme.com/"/> <meta name="DC.Subject" xml:lang="en" content="Science teacher professional development"/> <meta name="DC.Subject" xml:lang="en" content="curriculum development"/> <meta name="DC.Subject" xml:lang="en" content="science curriculum"/> <meta name="DC.Subject" xml:lang="en" content="science teacher beliefs"/> <meta name="DC.Subject" xml:lang="en" content="science teacher learning"/> <meta name="DC.Subject" xml:lang="en" content="teacher-scientist collaboration"/> <meta name="DC.Subject" xml:lang="en" content="teacher-teacher collaboration"/> <meta name="DC.Title" content="The Impact of Collaborative Curriculum Design on Teacher Professional Learning"/> <meta name="DC.Type" content="Text.Serial.Journal"/> <meta name="DC.Type.articleType" content="Research / Empirical"/> <meta name="gs_meta_revision" content="1.1"/> <meta name="citation_journal_title" content="The Electronic Journal for Research in Science & Mathematics Education"/> <meta name="citation_journal_abbrev" content="EJRSME"/> <meta name="citation_issn" content="2692-241X"/> <meta name="citation_author" content="Dina Drits-Esser"/> <meta name="citation_author_institution" content="University of Utah"/> <meta name="citation_author" content="Louisa A. Stark"/> <meta name="citation_author_institution" content="University of Utah"/> <meta name="citation_title" content="The Impact of Collaborative Curriculum Design on Teacher Professional Learning"/> <meta name="citation_language" content="en"/> <meta name="citation_date" content="2015/12/08"/> <meta name="citation_volume" content="19"/> <meta name="citation_issue" content="8"/> <meta name="citation_abstract_html_url" content="https://ejrsme.icrsme.com/article/view/15129"/> <meta name="citation_keywords" xml:lang="en" content="Science teacher professional development"/> <meta name="citation_keywords" xml:lang="en" content="curriculum development"/> <meta name="citation_keywords" xml:lang="en" content="science curriculum"/> <meta name="citation_keywords" xml:lang="en" content="science teacher beliefs"/> <meta name="citation_keywords" xml:lang="en" content="science teacher learning"/> <meta name="citation_keywords" xml:lang="en" content="teacher-scientist collaboration"/> <meta name="citation_keywords" xml:lang="en" content="teacher-teacher collaboration"/> <meta name="citation_pdf_url" content="https://ejrsme.icrsme.com/article/download/15129/10097"/> <link rel="alternate" type="application/atom+xml" href="https://ejrsme.icrsme.com/gateway/plugin/WebFeedGatewayPlugin/atom"> <link rel="alternate" type="application/rdf+xml" href="https://ejrsme.icrsme.com/gateway/plugin/WebFeedGatewayPlugin/rss"> <link rel="alternate" type="application/rss+xml" href="https://ejrsme.icrsme.com/gateway/plugin/WebFeedGatewayPlugin/rss2"> <link rel="stylesheet" href="https://ejrsme.icrsme.com/$$$call$$$/page/page/css?name=bootstrapTheme-flatly" type="text/css" /> </head> <body class="pkp_page_article pkp_op_view"> <div class="pkp_structure_page"> <nav id="accessibility-nav" class="sr-only" role="navigation" aria-label="Quick jump to page content"> <ul> <li><a href="#main-navigation">Main Navigation</a></li> <li><a href="#main-content">Main Content</a></li> <li><a href="#sidebar">Sidebar</a></li> </ul> </nav> <header class="navbar navbar-default" id="headerNavigationContainer" role="banner"> <div class="container-fluid"> <div class="row"> <nav aria-label="User Navigation"> <ul id="navigationUser" class="nav nav-pills tab-list pull-right"> <li class=" menu-item-120"> <a href="https://ejrsme.icrsme.com/user/register"> Register </a> </li> <li class=" menu-item-121"> <a href="https://ejrsme.icrsme.com/login"> Login </a> </li> </ul> </nav> </div> </div> <div class="container-fluid"> <div class="navbar-header"> <button type="button" class="navbar-toggle collapsed" data-toggle="collapse" data-target="#nav-menu" aria-expanded="false" aria-controls="nav-menu"> <span class="sr-only">Toggle navigation</span> <span class="icon-bar"></span> <span class="icon-bar"></span> <span class="icon-bar"></span> </button> <div class="site-name"> <a href=" https://ejrsme.icrsme.com/index " class="navbar-brand">The Electronic Journal for Research in Science & Mathematics Education</a> </div> </div> <nav id="nav-menu" class="navbar-collapse collapse" aria-label="Site Navigation"> <ul id="main-navigation" class="nav navbar-nav"> <li class=" menu-item-127"> <a href="https://ejrsme.icrsme.com/issue/current"> Current </a> </li> <li class=" menu-item-128"> <a href="https://ejrsme.icrsme.com/issue/archive"> Archives </a> </li> <li class=" menu-item-129"> <a href="https://ejrsme.icrsme.com/announcement"> Announcements </a> </li> <li class=" menu-item-130 dropdown"> <a href="https://ejrsme.icrsme.com/about" class="dropdown-toggle" data-toggle="dropdown" role="button" aria-haspopup="true" aria-expanded="false"> About <span class="caret"></span> </a> <ul class="dropdown-menu "> <li class=" menu-item-131"> <a href="https://ejrsme.icrsme.com/about"> About the Journal </a> </li> <li class=" menu-item-132"> <a href="https://ejrsme.icrsme.com/about/submissions"> Submissions </a> </li> <li class=" menu-item-133"> <a href="https://ejrsme.icrsme.com/about/editorialTeam"> Editorial Team </a> </li> <li class=" menu-item-134"> <a href="https://ejrsme.icrsme.com/about/privacy"> Privacy Statement </a> </li> <li class=" menu-item-135"> <a href="https://ejrsme.icrsme.com/about/contact"> Contact </a> </li> </ul> </li> </ul> <div class="pull-md-right"> <form class="navbar-form navbar-left" role="search" method="post" action="https://ejrsme.icrsme.com/search/search"> <div class="form-group"> <input class="form-control" name="query" value="" type="search" aria-label="Search Query" placeholder=""> </div> <button type="submit" class="btn btn-default">Search</button> </form> </div> </nav> </div> </header> <div class="pkp_structure_content container"> <main class="pkp_structure_main col-xs-12 col-sm-10 col-md-8" role="main"> <div class="page page_article"> <nav class="cmp_breadcrumbs" role="navigation" aria-label="You are here:"> <ol class="breadcrumb"> <li> <a href="https://ejrsme.icrsme.com/index"> Home </a> </li> <li> <a href="https://ejrsme.icrsme.com/issue/archive"> Archives </a> </li> <li> <a href="https://ejrsme.icrsme.com/issue/view/1242"> Vol. 19 No. 8 (2015) </a> </li> <li class="active"> Research / Empirical </li> </ol> </nav> <article class="article-details"> <header> <h1 class="page-header"> The Impact of Collaborative Curriculum Design on Teacher Professional Learning </h1> </header> <div class="row"> <section class="article-sidebar col-md-4"> <h2 class="sr-only">Article Sidebar</h2> <div class="download"> <a class="galley-link btn btn-primary pdf" role="button" href="https://ejrsme.icrsme.com/article/view/15129/10097"> PDF </a> </div> <div class="list-group"> <div class="list-group-item date-published"> <strong>Published:</strong> Dec 8, 2015 </div> <div class="list-group-item keywords"> <strong> Keywords:</strong> <div class=""> <span class="value"> Science teacher professional development, curriculum development, science curriculum, science teacher beliefs, science teacher learning, teacher-scientist collaboration, teacher-teacher collaboration </span> </div> </div> </div> </section> <div class="col-md-8"> <section class="article-main"> <h2 class="sr-only">Main Article Content</h2> <div class="authors"> <div class="author"> <strong>Dina Drits-Esser</strong> <div class="article-author-affilitation"> University of Utah </div> </div> <div class="author"> <strong>Louisa A. Stark</strong> <div class="article-author-affilitation"> University of Utah </div> </div> </div> <div class="article-summary" id="summary"> <h2>Abstract</h2> <div class="article-abstract"> <p>Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university facilitators to create curriculum materials. We used a two-case study design to investigate how teacher collaborative curriculum <em>design</em> (the first part of development, in which ideas for curriculum are created) impacted participant professional learning during a five-day summer institute. Interview or survey data were collected from 41 secondary biology teacher participants in two summer institutes. Results indicated that teachers experienced shifts in their science knowledge, beliefs about science, beliefs about science teaching and learning, and in their science teaching practice. We concluded that the curriculum design process, which can occur in a relatively short time period, can foster meaningful, task-oriented collaboration. The collaboration process provides the vehicle for active learning, where teachers can reflect on their beliefs while applying new knowledge to the classroom. Recommendations for other professional development programs along with a discussion of the program鈥檚 unique philosophy are provided.</p> </div> </div> </section> <section class="article-more-details"> <h2 class="sr-only">Article Details</h2> <div class="panel panel-default issue"> <div class="panel-heading"> Issue </div> <div class="panel-body"> <a class="title" href="https://ejrsme.icrsme.com/issue/view/1242"> Vol. 19 No. 8 (2015) </a> </div> </div> <div class="panel panel-default section"> <div class="panel-heading"> Section </div> <div class="panel-body"> Research / Empirical </div> </div> <div class="panel panel-default copyright"> <div class="panel-body"> <p>漏 2023 Electronic Journal for Research in Science & Mathematics Education (EJRSME)</p> </div> </div> <div class="panel panel-default author-bios"> <div class="panel-heading"> Author Biographies </div> <div class="panel-body"> <div class="media biography"> <div class="media-body"> <h3 class="media-heading biography-author"> Dina Drits-Esser, <span class="affiliation">University of Utah</span> </h3> Dina Drits-Esser is the Senior Research Associate at the Genetic Science Learning Center at the University of Utah. </div> </div> <div class="media biography"> <div class="media-body"> <h3 class="media-heading biography-author"> Louisa A. Stark, <span class="affiliation">University of Utah</span> </h3> Louisa A. Stark is the Director of the Genetic Science Learning Center at the University of Utah. </div> </div> </div> </div> </section> </div> </div> </article> </div> </main> <aside id="sidebar" class="pkp_structure_sidebar left col-xs-12 col-sm-8 col-md-4" role="complementary" aria-label="Sidebar"> <div class="pkp_block block_information"> <h2 class="title">Information</h2> <div class="content"> <ul> <li> <a href="https://ejrsme.icrsme.com/information/readers"> For Readers </a> </li> <li> <a href="https://ejrsme.icrsme.com/information/authors"> For Authors </a> </li> <li> <a href="https://ejrsme.icrsme.com/information/librarians"> For Librarians </a> </li> </ul> </div> </div> </aside> </div> <footer class="footer" role="contentinfo"> <div class="container"> <div class="row"> <div class="col-md-2" role="complementary"> <a href="https://ejrsme.icrsme.com/about/aboutThisPublishingSystem"> <img class="img-responsive" alt="More information about the publishing system, Platform and Workflow by OJS/PKP." src="https://ejrsme.icrsme.com/templates/images/ojs_brand.png"> </a> </div> </div>  </div> </footer> </div> <script src="https://ejrsme.icrsme.com/lib/pkp/lib/vendor/components/jquery/jquery.min.js?v=3.3.0.18" type="text/javascript"></script><script src="https://ejrsme.icrsme.com/lib/pkp/lib/vendor/components/jqueryui/jquery-ui.min.js?v=3.3.0.18" type="text/javascript"></script><script src="https://ejrsme.icrsme.com/lib/pkp/js/lib/jquery/plugins/jquery.tag-it.js?v=3.3.0.18" type="text/javascript"></script><script src="https://ejrsme.icrsme.com/plugins/themes/bootstrap3/bootstrap/js/bootstrap.min.js?v=3.3.0.18" type="text/javascript"></script><script type="text/javascript"> (function (w, d, s, l, i) { w[l] = w[l] || []; var f = d.getElementsByTagName(s)[0], j = d.createElement(s), dl = l != 'dataLayer' ? '&l=' + l : ''; j.async = true; j.src = 'https://www.googletagmanager.com/gtag/js?id=' + i + dl; f.parentNode.insertBefore(j, f); function gtag(){dataLayer.push(arguments)}; gtag('js', new Date()); gtag('config', i); }) (window, document, 'script', 'dataLayer', 'UA-20858147-1'); </script> </body> </html>

CINXE.COM

The Impact of Collaborative Curriculum Design on Teacher Professional Learning | The Electronic Journal for Research in Science & Mathematics Education