Disciplinary Content-Focused Versus Cross-Disciplinary Concept-Focused Professional Development for Science Teachers

• In Event: K-12 Student Success: Complexity in Mathematics and Science Education Research

Abstract

PURPOSES
The Boston Science Partnership aims to increase student success by collaborative work and professional development [PD] with faculty at IHEs, K-12 science teachers, and students. We compare impacts on teachers and students as a result of teachers' involvement in content-focused vs. concept-focused PD. Concept-focused PD looks at learning through a concept that pervades all science disciplinary silos. Content-focused PD focuses on deeper understanding of learning within a silo (e.g., biology or physics). We want to learn whether and how using a foundational science concept—energy—as the focus of cross-disciplinary PD is an effective vehicle for transferring teachers’ understanding to their instruction in order to improve student outcomes.

THEORETICAL FRAMEWORK
Enormous gains in science and technology resulted from emphases on “interdisciplinary” research. The main premise of the Partnership is that improving teacher quality leads to higher student achievement (Fishman et al, 2003). The Partnership builds on carefully designed and honed (Garet et al, 2001) PD strategies: Vertical planning involves K-12 teachers and science and engineering faculty from three IHEs (including one community college) in aligning science curriculum K-13; Collaborative coaching and learning in science involves teacher teams engaged in structured inquiries around student success; Contextualized content courses are graduate science courses, contextualized to school district curriculum, taught by teams of faculty and teacher leaders.

MODES OF INQUIRY AND DATA SOURCES
Outcomes studied include access to and success with advanced course work, improvement on pre-post student and teacher Assessments and statewide and district science assessments, and changes of teacher professional knowledge and skills, licensure, leadership, and retention. Student success is determined by changes in achievement, engagement, and ability to recognize energy as a cross-disciplinary science idea. Other data collected include teacher interviews, classroom observations, student engagement surveys, and teacher surveys.

RESULTS
Content-focused PD had a positive impact on student learning outcomes. A higher percentage of students whose teachers participated in the PD passed the 8th grade statewide science exam than those taught by non-participating teachers. Teachers who participated in more than three PD activities over four years had the highest percentage of 8th grade students (across sub-group disaggregation) who passed (62%). Contextualizing PD helped increase transfer to classroom practice. Other findings include expanded capacity and resources for science education efforts in the school district and at IHEs; and similarities and differences in student outcomes according to the model of PD their teachers experienced.

SCHOLARY SIGNIFICANCE
To understand how the world works, people require a deep understanding of fundamental science concepts, and a multi-dimensional, coherent approach to learning (Kali et al, 2008). Yet K-16 science curricula are predominantly organized into single disciplines. Conceptual disconnects limit teachers' opportunities to harness children’s innate curiosity; this segregated way of teaching possibly leads to the well-documented drop-off of interest in science. We test effects of using a cross-disciplinary concept in deepening understanding of fundamental ideas of science and creating greater coherence in learning science. This approach could influence best practices for PD design, and ultimately could form curricular guiding principles.

Author

• Robert Chen, University of Massachusetts - Boston