Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning
ARTICLE
Kathleen J. Roth, Helen E. Garnier, Catherine Chen, Meike Lemmens, Kathleen Schwille, Nicole I. Z. Wickler
Journal of Research in Science Teaching Volume 48, Number 2, ISSN 0022-4308
Abstract
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two "lenses," a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year-long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi-level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. (Contains 5 figures, 3 tables and 1 note.)
Citation
Roth, K.J., Garnier, H.E., Chen, C., Lemmens, M., Schwille, K. & Wickler, N.I.Z. (2011). Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning. Journal of Research in Science Teaching, 48(2), 117-148. Retrieved March 28, 2024 from https://www.learntechlib.org/p/53420/.
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Coherence and the positioning of teachers in professional development programs. A systematic review
Jannika Lindvall & Andreas Ryve, School of Education, Culture and Communication, Sweden
Educational Research Review Vol. 27, No. 1 (June 2019) pp. 140–154
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Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction
Tara Barnhart, California State University, Fullerton, United States; Elizabeth van Es, University of California, Irvine, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 1 (March 2018) pp. 50–80
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