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Negotiating the Inclusion of Nanosci...

Wells, Jennifer Gayle.

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Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project./
作者:	Wells, Jennifer Gayle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	684 p.
附註:	Source: Dissertations Abstracts International, Volume: 75-06, Section: A.
Contained By:	Dissertations Abstracts International75-06A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599559
ISBN:	9781303489341

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project.
Wells, Jennifer Gayle.

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 684 p.

Source: Dissertations Abstracts International, Volume: 75-06, Section: A.

Thesis (Ed.D.)--Portland State University, 2013.

This item must not be sold to any third party vendors.

The Next Generation Science Standards represent a significant challenge for K-12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This designed-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher professional development are offered.

ISBN: 9781303489341Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Learning progressions

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project.
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