Features of Engagement: Comparing Professional Learning Programs That Leverage the Expertise of the Informal Science Institution

• In Event: 77.050 - Museums and Teacher Professional Development: Illuminating the "Invisible Infrastructure" of Science Institutions in Teacher Learning

Abstract

Objective. This presentation shares methods and findings from a study designed to understand the features of STEM professional learning (PL) experiences that foster participant engagement and learning. The study was conducted in the context of different professional learning programs, with various informal learning-like features embedded in each, delivered through a single ISI to explore the value proposition of a science center as a unique and distinct professional learning provider for teachers.

Theoretical framework. This work builds on a framework developed to describe the features of learning experiences that activate STEM learners (Authors, 2016). We apply this framework to the professional learning context to see if the same features in which ISIs are practiced in providing for learner audiences, also support teacher engagement and learning in professional learning contexts. The following list summarizes the features of learning experiences that have been shown to support STEM learning for youth: varied, abundant, and flexible resources; sensitive and high-quality facilitation; presence of role models; appropriately challenging experiences; relevant & authentic activities; opportunities for reflection and feedback; engagement in the practices of science; choice/control by the learner; presence of scientific language; promotes stimulation and/or enjoyment; offers increasing complexity. The elements on this list are drawn from multiple research efforts within the field (Anderson et al., 2007; Barron & Darling-Hammond, 2008; Bevan & Michalchik, 2013; Falk & Storksdieck, 2005; NRC, 2009; Shouse et al., 2010; and White & Pea, 2011).

Data sources and analysis. Evaluators designed a qualitative study to explore the features of professional learning experiences that support teacher engagement and learning, and to highlight the affordances of ISI-designed and -led professional learning programs. The study was conducted in the context of different professional learning programs at [an informal science institution] that maintain evidence of effectiveness at engaging teachers and supporting their learning. Evaluation activities include: (a) analysis of the different program models and features; (b) qualitative analysis and coding of teacher interview data and feedback data; and (c) analysis of evaluation data and results from professional learning program surveys, interviews and feedback forms.

Findings. Preliminary findings indicate that (1) ISI-led professional learning opportunities are unique and attractive for teachers in distinct ways (e.g., source for inspiration; high-quality facilitation; broader vision and awareness of frameworks, tools, and research; opportunity to reflect and incorporate learning; providing multiple perspectives from the field; positive environment that fosters a culture of continuous improvement), (2) teacher engagement can be enhanced when professional learning experiences infuse what is traditionally regarded as informal learning setting features (detailed above in our theoretical framework), and (3) teachers see the value of incorporating informal learning-like practices and shifts into their classroom to support student engagement.

Significance. This study enhances our understanding of the features of professional learning experiences that support engagement in STEM learning and the shifting of teacher instructional practice, demonstrating the unique role and value-added that science centers play within the professional learning landscape.  

Authors

• Rena Dorph, University of California - Berkeley

• Vanessa Beth Lujan, University of California - Berkeley