Teacher Researcher Collaborative Curricular Design in Secondary Science Education: A Systematic Review (Poster 4)

• In Event: What Works for Enhancing Teaching and Teacher Outcomes: Evidence From Systematic Reviews and Meta-Analyses

Abstract

The current study aims to systematically review and synthesize studies that investigated design characteristics and outcomes of teacher-researcher collaborative curricular design in secondary science education, grounded on researcher practitioner partnership (RPP) framework. Thirty-two studies were identified. Findings revealed that design research was most commonly conducted to solve practical problems in current science classrooms (Coburn et al., 2013) and that partnerships stemmed from long-term relationships. The most common focus of the teacher-researcher collaboration was placed on curricular implementation or adaptation to devise solutions in science teaching practices. This emphasis resulted in most studies investigating teacher-related outcomes, especially changes in teachers’ knowledge, practice and ownership. This study offers future research direction and practical implications for successful teacher-researcher collaboration in secondary science education.

Authors

• Haemin Kim, University of Houston

• Joung Yon Choi, University of Houston

• Araceli Enriquez-Andrade, University of Houston

• Ada Clerigo, University of Houston

• Jie Zhang, University of Houston