Teacher Use of Plan-Do-Study-Act Cycles to Increase Science Achievement

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-4 - Student and Teacher Views on Learning Environments

Abstract

The present study examines the results of a collaborative design effort to build instructional literacy routines to better support student learning in science classrooms. In this investigation, three secondary science teachers used Plan-Do-Study-Act (PDSA) (Author et al., 2011; Langley et al., 1996) cycles as a tool to document the implementation and iterative design of instructional literacy routines and its effects to improve student achievement in science. Three secondary science teachers used PDSA cycles during the 2013-2014 school year. The practical theory that guided this work was that teachers needed a practical and efficient means to gather and use data to inform and adapt their practice quickly. PDSA cycles are a valuable tool that can be used for this purpose.

Authors

• Maritza Lozano, University of California - Los Angeles

• Sarah Mejia, University of California, Los Angeles

• Louis M. Gomez, University of California - Los Angeles