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Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence.
The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-03-26
Michèle Shuster 1 , Krista Glazewski 2 , Christopher Villa 3
Affiliation  

In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher content knowledge, (ii) increasing teacher confidence in teaching STEM, and (iii) developing teacher interest in using engaging activities, so they are empowered to teach new content in compelling ways. We relied on case-based learning to provide relevance and context to scientific content that was not initially familiar to many of the teachers. Here we describe the workshop and its evaluation. Overall results suggest positive gains in teacher learning, confidence, and interest in the scientific content, as well as the intention to incorporate the scientific content and activities into their teaching.

中文翻译:

设计、开发和评估通过 DNA 教学案例增强的教师研讨会,以影响内容知识和信心。

为了提高 K-8 教师对 STEM 的信心,并将基本遗传学知识提高到与其在社会中的重要性相一致的水平,我们开发、实施和评估了为期 7 天的教师专业发展研讨会。我们研讨会的首要目标是通过 (i) 增加教师内容知识,(ii) 提高教师对 STEM 教学的信心,以及 (iii) 培养教师对使用引人入胜的活动,因此他们有权以令人信服的方式教授新内容。我们依靠基于案例的学习为许多教师最初不熟悉的科学内容提供相关性和背景。在这里,我们描述了研讨会及其评估。
更新日期:2020-03-26
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