Bolyard Johnna, Curtis Reagan, Cairns Darran
West Virginia University, School of Education, Morgantown, WV, USA.
University of Missouri-Kansas City, Computing and Engineering, Kansas City, MO, USA.
Can J Sci Math and Technol Educ. 2023 Dec;23(4):687-702. doi: 10.1007/s42330-023-00302-0. Epub 2024 Feb 3.
This qualitative study examines the influence of a 3-year professional development project for middle school mathematics, science, and special education teachers focused on integrating science, mathematics, and engineering in classroom instruction on participants' understandings of productive struggle in learning. Multi-disciplinary teams of teachers engaged as learners to use engineering design as a framework for integrating significant mathematics and science content supported by effective teaching practices. In this paper, we describe how the components of our professional development design supported teacher-participants to make sense of productive struggle in learning. In particular, participants noted that being able to experience design-based activities as learners and working through solutions with their colleagues supported their understanding of what it means to productively struggle, resulting in their growth as individuals and as teachers. The significance in this work lies in understanding how to effectively support teachers to buy-in to the meaning and value of productive struggle and how engaging in integrated science, technology, engineering, and mathematics (STEM), design-based professional learning experiences facilitated that effort.
这项定性研究考察了一个为期三年的针对初中数学、科学和特殊教育教师的专业发展项目的影响，该项目专注于将科学、数学和工程融入课堂教学，以了解参与者对学习中富有成效的努力的理解。教师多学科团队作为学习者参与其中，以工程设计为框架，将重要的数学和科学内容与有效的教学实践相结合。在本文中，我们描述了专业发展设计的各个组成部分如何支持教师参与者理解学习中富有成效的努力。特别是，参与者指出，能够作为学习者体验基于设计的活动，并与同事共同解决问题，有助于他们理解富有成效地努力意味着什么，从而促进他们作为个体和教师的成长。这项工作的意义在于理解如何有效地支持教师认同富有成效的努力的意义和价值，以及参与基于设计的综合科学、技术、工程和数学（STEM）专业学习体验如何推动了这一努力。
