The goal of this study is to build foundational knowledge about teacher learning by using video clips of science instruction within a professional development context. The researchers will study the infusion of principles from cognitive science as possible ways to enhance teacher learning from video, including contrasting cases and self-explanation principles.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Tekkumru-Kisa, M., Schunn, C., Stein, M. K., & Reynolds, B. (2019). Change in thinking demands for students across the phases of a science task: An exploratory study. Research in Science Education, 49(3), 859-883.
- Tekkumru-Kisa, M., Stein, M. K., & Coker, R. (2018). Teachers' learning to facilitate high-level student thinking: Impact of a video-based professional development. Journal of Research in Science Teaching, 55(4), 479-502.
- Tekkumru-Kisa, M., & Stein, M. K. (2015). Learning to see teaching in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal, 52(1), 105-136.