A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes

Lamar, Mary F. and Wilhelm, Jennifer A. and Cole, Merryn (2018) A mixed methods comparison of teachers' lunar modeling lesson implementation and student learning outcomes. The Journal of Educational Research, 111 (1). ISSN 0022-0671

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Official URL: https://doi.org/10.1080/00220671.2016.1220356

Abstract

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel & Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 26 May 2018 09:10
Last Modified: 20 Aug 2018 05:11
URI: http://istardb.org/id/eprint/1824

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