Design Study Approach to Teacher Professional Development to Support the Implementation of the Revised 2013 Lower Secondary Science Curriculum

Project Number
OER 10/12 WJS

Project Duration
May 2012 - September 2014

Status
Completed

Abstract
The main purpose of this project is to investigate how a researcher-teacher collaborative design study approach serves as a professional development (PD) model to support teachers in implementing the revised 2013 Singapore lower secondary science (LSS) curriculum. The research questions we want to address in this study are: 1. What are teachers' beliefs and understandings regarding the goal of the LSS curriculum to develop students' scientific literacy? 2. What are the key issues and challenges faced by teachers in implementing the LSS curriculum to develop students' scientific literacy? 3. How does a design study approach serve as a PD model to support teachers in translating the goal of the LSS curriculum to develop students' scientific literacy? With the contemporary understanding of teaching as a highly complex, contextualized and culturally situated profession, a variation of lesson study known as ''design study approach'' will be undertaken in this study. Design-based research is an emerging paradigm for teachers' PD (Bannan-Ritland, 2008) that involves a team of researchers and teachers working collaboratively as a ''design study team'' in a specific school setting to problem solve and develop instructional strategies and materials; and for our case, to support the goal of the revised LSS curriculum in developing students' scientific literacy. We introduce investigative case-based learning (ICBL) as the platform for such professional collaboration. Through this study, we hope to help create and extend knowledge about developing, enacting, and sustaining innovative PD programs within schools to support the hard work of translating policy to practice. The knowledge generated will also serve to inform other schools on a research-validated model of PD that supports teachers in addressing the goals of the revised LSS curriculum, and in particular, the development of students' scientific literacy.

Funding Source
NIE

Related Links
NIE Research Briefs No.15-007: Design Study Approach to Teacher Professional Development to Support the Implementation of the Revised 2013 Lower Secondary Science Curriculum

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