Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida
Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida
复制标题
科学内容和教育学在线专业发展的设计：佛罗里达州的试点研究
DOI：
10.1007/s10956-010-9210-2
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发表时间：
2010
影响因子：
4.4
通讯作者：
K. Dawson
中科院分区：
文献类型：
--
作者：
Cathy Cavanaugh;K. Dawson
探索佛罗里达科学项目的目标是：（1）增加中学科学教师的内容知识，特别是在国家的未来很重要的主题，以及（2）提供中学科学学生与数字媒体用于基于项目的学习。一个由教学设计师、教育工作者、科学家、网页设计师和教师教育工作者组成的团队设计了一个在线专业发展环境。需求分析包括确定国家科学成就测试的高发主题和国家社会科学重要性的主题。开发遵循基于设计的研究原则，并以教育工作者电子学习标准为指导，并根据既定准则使用规则对内容，教学法和可用性进行评估。本文详细介绍了设计、开发和评估框架，并总结了试点测试结果。
The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web designers and teacher educators designed an online professional development environment. Needs analysis included identification of the high incidence topics on the state science achievement test and topics of socio-scientific importance in the state. Development followed tenets of design-based research, and was guided by E-Learning for Educators standards and evaluated for content, pedagogy and usability using rubrics based on established guidelines. This paper details design, development, and evaluation frameworks, and summarizes pilot testing outcomes.