"Examining Teachers' Beliefs About 3D Learning: The Importance of Analy" by Jessie Nixon, Colin Hennessy Elliott et al.
 

Document Type

Article

Journal/Book Title/Conference

2023 American Educational Research Association Annual Meeting

Publisher

American Educational Research Association

Location

Chicago, IL

Publication Date

4-14-2023

Journal Article Version

Version of Record

First Page

1

Last Page

8

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Abstract

While teachers’ beliefs about curricular reforms such as NGSS and 3D learning (science practices, disciplinary core ideas, and crosscutting concepts) often influence whether or not they enact these practices in the science classroom, it is unclear if changes in beliefs influence practices or if engaging in new teaching practices changes teachers’ beliefs. Through a comparative case study, we examine how two science teachers' beliefs about 3D learning related to their implementation of a science unit introducing students to a sensor-based physical computing system. We found that it was necessary to triangulate multiple data sources to better understand teachers’ beliefs. We conclude that teachers who are new to 3D learning may need additional support in translating their beliefs into teaching practice.

Comments

This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.

From original AERA Online Paper Repository:

Session Title Exploring Teacher' Beliefs, Views, and Perspectives (Table 7)

Descriptors Science Education, Teacher Education - In-Service/Professional Development

Methodology Qualitative

Unit Division K - Teaching and Teacher Education

Additional Files

Examining Teachers' Beliefs About 3-D Learning-template[99].pdf (165 kB)
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