Student Learning and Teacher Practice During Curricular Reform to Integrate Chemistry and Earth Science

• In Event: Science Teaching and Learning: Pedagogy

Abstract

This study explores the perceptions of teachers and students enacting curricular reform and the resulting effects on teacher practice and student learning. Student data sources included pre- and post-unit assessments, in-unit learning artifacts, and reflective interviews. Teacher data included interviews and teacher discourse during PD organized into episodes of pedagogical reasoning (EPR) as a unit of analysis. Findings from student learning evidence suggest students are garnering experiences integrating content and practices resulting in academic growth. Student and teacher interview data illustrate a shared pattern of receptivity and recognition of challenges in teaching and learning during early stage implementation. Analysis of EPRs reveal teachers are engaging in critical thinking processing curricular reform at multiple levels with direct implications on their practice.

Authors

• Jonathon Grooms, The George Washington University

• Kevin Fleming, The George Washington University

• Alan Berkowitz, Cary Institute of Ecosystem Studies

• Bess Caplan, Cary Institute of Ecosystem Studies