“It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches

This special edition is based on the revelation that “the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect.” Here, we reflect on lessons learned related to teacher adaptiveness. We examined how the COVID-19 pandemic demonstrated the adaptiveness necessary...

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Bibliographic Details
Published in:Disciplinary and Interdisciplinary Science Education Research 2022-04, Vol.4 (1), p.12-12, Article 12
Main Authors: Lammert, Catherine, Hand, Brian, Suh, Jee Kyung, Fulmer, Gavin
Format: Article
Language:English
Subjects:
COVID-19
Education
Educational Resources
Educational Technology
Elementary School Science
Elementary school students
Elementary school teachers
Elementary science education
Grade 1
Grade 2
Grade 4
Grade 5
Instructional planning
Learning/Unlearning during the Covid-19 Pandemic: Futuristic Science Education
Mixed methods research
Professional development
Science Education
Science teachers
Teacher education
Teaching
Teaching Methods
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Summary:This special edition is based on the revelation that “the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect.” Here, we reflect on lessons learned related to teacher adaptiveness. We examined how the COVID-19 pandemic demonstrated the adaptiveness necessary for teachers to knowledge generation approaches aligned with the Next Generation Science Standards. First, we outline a three-year professional development program focused on knowledge generation approaches. We present findings from teachers’ experiences teaching science from 2019 to 2021, collected through consecutive form explanatory mixed-methods analysis involving written responses to vignettes ( n  = 474) and classroom observations ( n  = 58). Then, using an individual teacher case study, we explore how the shift to virtual teaching was supported by adaptiveness. Results suggest a significant relationship between teacher adaptiveness and the use of knowledge generation approaches. We conclude with implications for elementary science teacher professional development and present questions for further research on adaptiveness.
ISSN:2662-2300
2662-2300
DOI:10.1186/s43031-022-00052-3