Embedding Authentic Discussions in Professional Development to Promote Science Teachers' Discussion Competency and Enactment

• In Event: Postsecondary Science Teaching and Learning

Abstract

Extensive research supports the benefit of small-group discussions on students’ learning. This study aims to examine how embedding authentic discussions into an existing professional development model may promote teachers’ discussion competency and enactment. Seven science teachers learned about and engaged in small-group discussions within the context of a five-week research experience related to solar cells and photovoltaics. From pretest to posttest, teachers reported increases with regard to their competency engaging in discussions but not with regard to their competency facilitating discussions. All teachers reported intentions to subsequently implement discussions in their class, and a subsample of four teachers who completed a follow up interview one year later all reported using discussions in their class more than in previous years.

Authors

• Carla Marie Firetto, Arizona State University

• Emily Starrett, Arizona State University - Tempe

• Michelle Jordan, Arizona State University