Planning and Enactment of Project-Based Science Lessons: The Impact of Collaboration and Reflection

• In Event: Roundtable Session 36
  In Roundtable Session: Discourse, Peer Exchange, and Use of Evidence During Science Learning

Abstract

Planning science lessons offers a professional development opportunity for teachers. This paper presents a three-year design-based study of teacher lesson planning and enactment that seeks to understand how two interventions, namely reflection and peer-exchange fostered teachers’ knowledge of project-based science learning within their science discipline. Nine secondary science teachers designed, enacted and revised a project-based science lesson, with structured peer exchange and scaffolded reflection throughout the process. The findings presented in this paper focus on the impact of the interventions on lesson planning. Results demonstrate a positive impact of reflection and peer-exchange on the quality of teachers’ lesson designs and enactments of science lessons.

Authors

• Cheryl Ann Madeira, OISE/University of Toronto

• James D. Slotta, University of Toronto