A Scientist, Teacher Educator and Teacher Collaborative: Innovative Professional Learning Design focused on Climate Change and Lessons Learned from K-12 Classrooms

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Stapleton, M.K., & Sezen-Barrie, A. (2017). A scientist, teacher educator and teacher collaborative: Innovative professional learning design focused on climate change and lessons learned from K-12 classrooms. Innovations in Science Teacher Education, 2(4). Retrieved from https://innovations.theaste.org/a-scientist-teacher-educator-and-teacher-collaborative-innovative-professional-learning-design-focused-on-climate-change-and-lessons-learned-from-k-12-classrooms/

by Mary K. Stapleton, Towson University; & Asli Sezen-Barrie, Towson University

Abstract

The new Next Generation Science Standards (NGSS) call for a dramatic shift in science teaching and learning, with a focus on students engaging in science practices as they make sense of natural phenomena. In addition, the NGSS have a significant and explicit focus on climate change. The adoption of these new standards in many states across the nation have created a critical need for on-going professional learning as inservice science educators begin to implement three-dimensional instruction in their classrooms. This paper describes an innovative professional learning workshop on climate change for secondary science teachers, designed by teacher educators and scientists. The workshop was designed to improve teachers’ capacity to deliver effective three-dimensional climate change instruction in their classrooms. We present the structure and goals of the workshop, describe how theories of effective professional learning drove the design of the workshop, and address the affordances and challenges of implementing this type of professional learning experience.

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