A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn
• Is Part Of: Journal of educational research. Volume 111:Issue 1(2018)
• Page Start: 108
• Page End: 123
• Publication Date: 2018-01-02
• Subjects: Inquiry -- middle school science -- professional development -- spatial visualization; Education -- Periodicals; 370.705
• DOI: 10.1080/00220671.2016.1220356
• Languages: English
• ISSNs: 0022-0671

Abstract

ABSTRACT: The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013 ) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel & Polin, 2004 ). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn.