Examining Teachers' Beliefs About 3-D Learning: The Importance of Analyzing Multiple Data Sources

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Exploring Teachers' Beliefs, Views, and Perspectives (Table 7)

Abstract

While teachers’ beliefs about curricular reforms such as NGSS and 3D learning (science practices, disciplinary core ideas, and crosscutting concepts) often influence whether or not they enact these practices in the science classroom, it is unclear if changes in beliefs influence practices or if engaging in new teaching practices changes teachers’ beliefs. Through a comparative case study, we examine how two science teachers' beliefs about 3D learning related to their implementation of a science unit introducing students to a sensor-based physical computing system. We found that it was necessary to triangulate multiple data sources to better understand teachers’ beliefs. We conclude that teachers who are new to 3D learning may need additional support in translating their beliefs into teaching practice.

Authors

• Jessie M. Nixon, Weber State University
  Presenting Author

• Colin Hennessy Elliott, Drexel University
  Presenting Author

• Jeffrey Bush, University of Colorado - Boulder
  Presenting Author

• Mimi M. Recker, Utah State University
  Presenting Author