Co-designing reform-based online inquiry learning environments as a situated approach to teachers' professional development. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Kyza, Eleni A.; Nicolaidou, Iolie
• Is Part Of: CoDesign. Volume 13:Issue 4(2017)
• Page Start: 261
• Page End: 286
• Publication Date: 2017-10-02
• Subjects: Co-design -- teachers' professional development -- educational reform -- inquiry learning -- science education -- online learning environments; Design -- Periodicals; Communication in design -- Periodicals; Artistic collaboration -- Periodicals; 745.2
• DOI: 10.1080/15710882.2016.1209528
• Languages: English
• ISSNs: 1571-0882

Abstract

Abstract: This study examined the contribution of a co-design approach to science teachers' situated professional development, and explored its effect on student learning and motivation. Study participants were three science teachers who were members of a co-design team; one of the teachers enacted the designed learning environment with her 11th grade, non-science major students. Data were collected from 31 design meetings over two years, teacher interviews, and from pre-post student learning and motivation assessments. Findings indicated that the co-design approach addressed teachers' reform-based professional development needs, had greater impact on the enacting teacher, and met the enacting students' learning and motivation needs. The findings talk to the potential of co-design as a successful approach for teachers' reform-based, situated professional development.