ABSTRACT Given the widespread adoption of the Next Generation Science Standards in the United States, there is a need to study new models of professional development to prepare teachers to enact practice-based visions of science learning and to address problems of access to reach teachers nationwide. While studies of online professional development offer promise in addressing both of these challenges, there is still much to be learned about how to design and orchestrate these learning environments. In particular, researchers have highlighted instructor facilitation as critical for teacher learning and reflection, yet there is a need for greater specification of online facilitation and how it can achieve targeted professional development goals. In this paper we explore responsive teaching as an approach to facilitating upper elementary and middle school teachers’ scientific engagement in asynchronous online learning environments. Using a case study approach, we examine instructors’ facilitation and teachers’ participation over four weeks in an online threaded discussion forum. This episode was situated within a 12-month hybrid-online professional development program, which had an explicit goal of supporting teachers to experience “doing science” themselves. Building on our prior work showing that the program was successful in fostering teachers’ engagement in scientific practices online, we characterize the responsive nature of instructors’ facilitation and how it supported teachers’ individual and collective inquiry. Our analysis provides an existence proof of a responsive approach to facilitating scientific engagement online and offers insights into the design of online professional development that supports teachers in “doing science.”

中文翻译：

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促进在线科学参与：科学专业发展计划中的响应式教学

摘要 鉴于下一代科学标准在美国的广泛采用，有必要研究新的专业发展模式，为教师制定基于实践的科学学习愿景做好准备，并解决在全国范围内接触教师的问题。虽然在线专业发展的研究为解决这两个挑战提供了希望，但关于如何设计和协调这些学习环境仍有很多需要学习的地方。特别是，研究人员强调教师促进对教师学习和反思至关重要，但需要更详细地说明在线促进及其如何实现有针对性的专业发展目标。在本文中，我们探讨了响应式教学作为促进高小学和中学教师在异步在线学习环境中进行科学参与的一种方法。使用案例研究方法，我们在一个在线主题讨论论坛中检查了四个星期以来教师的促进和教师的参与。这一集发生在一个为期 12 个月的混合在线专业发展计划中，该计划的明确目标是支持教师自己体验“做科学”。在我们之前的工作表明该计划成功地促进教师参与在线科学实践的基础上，我们描述了教师促进的响应性质以及它如何支持教师的个人和集体探究。