Teacher Attitudes/Beliefs

Habitus, Scaffolding, and Problem-Based Learning: Why Teachers’ Experiences as Students Matter

Author/Presenter: 
Brian Belland
Lead Organization(s): 
Year: 
2012
Short Description: 
Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter explores teacher’s past experiences, and resulting habitus, to explain the minimal extent of PBL in K-12 schools. Central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their habitus may interfere with this process. Implications for teacher education and teacher change are discussed.

ScratchEd: Working with Teachers to Develop Design-Based Learning Approaches to the Cultivation of Computational Thinking

Author/Presenter: 
Karen Brennan
Mitch Resnick
Year: 
2010
Short Description: 
In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.

Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teacher

A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.

Author/Presenter: 
Mary Hobbs
Amy Moreland
Year: 
2010
Short Description: 
A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.

Positive Learning Environments Aiming for Success In Science Education PLEASSE (Norman)

Author/Presenter: 
Obed Norman
Year: 
2009
Short Description: 
NCLB defines success exclusively as test scores, fostering strategies that compromise substantive learning. This session focuses on conceptual and theoretical frameworks for exploring this issue.
Resource(s): 

LOOPS: Logging Opportunities in Online Programs for Science (Koile)

Author/Presenter: 
Kimberle Koile
Year: 
2009
Short Description: 
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.

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