A 2-year professional development study gathered data on teachers' abilities and perceptions regarding delivery of computer-supported complex systems curricula¶

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

Subclaims¶

q2 i? Data on teachers' abilities and perceptions regarding delivery of computer-supported complex systems curricula were gathered over 2 years of professional development. → 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 · r?

The article describes a 2-year professional development study in which the authors "gathered data on teachers’ abilities and perceptions" about delivering computer-supported complex systems curricula. No effect sizes are reported in the abstract; results are presented across the 2 project years.

"We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula."

Discussion¶

Related Claims¶

• Research on supports teachers need to teach about complex systems has been sparse despite 15 years of tools-and-theories work — a broader claim this one bears on
• Students' classroom experiences and learning over the 2 years illustrate the impact of the instructional supports — related
• The study demonstrates the need for particular instructional supports, including differentiated expertise-building opportunities and addressing teacher beliefs about computational-model construction — related
• United States next generation science standards emphasize learning about complex systems as a core feature of science learning — related
• Research across many countries persistently shows that teachers, including new graduates, experience working with diverse learners as challenging and complex — related