The study demonstrates the need for particular instructional supports, including differentiated expertise-building opportunities and addressing teacher beliefs about computational-model construction¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Results across 2 years demonstrate the need for particular instructional supports to improve implementation efforts, including differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. → Yoon 2016

Evidence¶

Yoon 2016¶

Yoon, Susan A.; Anderson, Emma; Koehler-Yom, Jessica; Evans, Chad; Park, Miyoung; Sheldon, Joshua; Schoenfeld, Ilana; Wendel, Daniel J; Scheintaub, Hal; Klopfer, Eric. (2016). Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction. Instructional Science. https://doi.org/10.1007/s11251-016-9388-7

q2 · i? · design · r2

Across the 2 project years the authors "demonstrate the need for particular instructional supports to improve implementation efforts", naming differentiated expertise-building opportunities and teacher beliefs about computational-model construction. The abstract reports no effect size for this finding.

"We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom."

Discussion¶

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