Exploring K–2 Teacher Learning About Modeling in Practice-Based Online Courses

• In Event: 29.047 - Modeling in K–12 Science Classrooms: Layers of Support for Equitable Implementation of Next Generation Science Standards Practices

Abstract

Purpose
NGSS and CCSS-Math set a high bar for how students engage with science and mathematics in the early grades, going beyond content learning to engaging students in disciplinary practices. In this study, we explore inservice K-2 teacher learning in online courses intended to support their classroom integration of scientific or mathematical modeling. We describe the design of varied learning opportunities in the courses and how teachers discussed modeling in the K-2 classroom within and across these opportunities.

Perspective
We took a practice-based approach to course design (e.g., Authors 2012, 2013; Grossman, Hammerness, & McDonald, 2009), in which we organized course activities around opportunities for teachers to learn about modeling, engage with representations and approximations of practice, and try and receive feedback on teaching practices that support scientific or mathematical modeling. While these opportunities to learn (Greeno & Gresalfi, 2008) are connected, we expected each to have unique teacher learning affordances.

Data Sources/Methods
We piloted the 12-week courses with several small groups of teachers and examined teachers’ artifacts and written comments as primary data sources. Analytically, we defined our unit of analysis as the kinds of learning opportunities present in the courses to explore their varied affordances. These included opportunities to:
● Learn about scientific and mathematical modeling (e.g., readings)
● Interact with representations or approximations of modeling in the K-2 classroom (e.g., classroom videos)
● Enacting modeling in their own classrooms
We documented themes (Miles & Huberman, 1994) in teachers’ discussions of modeling in the K-2 classroom within and across these opportunities, as well as across the two courses.

Results
We highlight three findings. First, teachers demonstrated an overall shift from conceptualizing models as static snapshots of student understanding to describing modeling as a process through which understanding may grow and change. This shift was evident across opportunities to learn about modeling and sustained opportunities to enact modeling in their classrooms. Second, the varied opportunities to learn corresponded to distinct patterns in teachers’ comments in terms of the topics being considered (e.g., purposes of modeling, questions that press for explanation) and the specificity of the comments. Third, we also saw individual variation in what teachers found most salient about modeling, which persisted across learning opportunities in the courses. For instance, one science teacher repeatedly oriented to the importance of students explaining the concepts underlying their vocabulary use, whereas another science teacher focused on the role of representations in communicating ideas and reasoning collaboratively.

Significance
This study provides insights into primary teachers’ learning about the disciplinary practice of modeling in science and mathematics – an understudied but critical area as K-2 classrooms increasingly take up the new standards. Understanding the affordances of varied teacher learning opportunities, as well as the ideas that primary teachers find most salient in relation to modeling, can support the intentional and responsive design of learning environments that provide multiple entry points for teachers into the work at hand.

Authors

• Jennifer Richards, University of Washington

• Alison Fox, University of Washington - Seattle

• Soo-Yean Shim, University of Washington - Seattle

• Eleanor Anderson, Northwestern University

• Tracy Dobie, Northwestern University

• Bruce Sherin, Northwestern University

• JiEun Lee, University of Washington

• Jessica J. Thompson, University of Washington

• Elham Kazemi, University of Washington

• Kendra Lomax, University of Washington - Seattle

• Miriam G. Sherin, Northwestern University