Η παρούσα διατριβή επικεντρώνεται στην εκπαίδευση εν-ενεργεία
εκπαιδευτικών σε έννοιες από το πεδίο της Νανο-Επιστήμης και της νανο-
Τεχνολογίας (ΝΕ-Τ) μέσα από τη διαδικασία σχεδιασμού και δόμησης μιας
διδακτικής ενότητας.
Μεθοδολογικό πλαίσιο για την υλοποίηση της έρευνας αποτέλεσε το Μοντέλο
της Διδακτικής Αναδόμησης (Model of Educational Reconstruction MER, Duit,
Gropengießer, Kattmann, Komorek & Parchmann, 2012). Ακολουθώντας τη
φιλοσοφία του μοντέλου δομήθηκε μια Κοινότητα Μάθησης (Κ.Μ) στο πλαίσιο της
οποίας πέντε εν-ενεργεία εκπαιδευτικοί (ένας Α΄θμιας και τέσσερις Β΄θμιας
εκπαίδευσης) ανέπτυξαν μια διδακτική ενότητα σε έννοιες τις ΝΕ-Τ που
ενσωματώνει κοινωνικο-επιστημονικά ζητήματα και διαστάσεις επικοινωνίας της
επιστήμης μέσω της δημιουργίας και παρουσίασης εκθεμάτων από τους μαθητές. Για
το σχεδιασμό και τη δόμηση της ενότητας οι εκπαιδευτικοί συνεργάστηκαν με
ερευνητές της Διδακτικής των Φυσικών Επιστημών (Δ.Φ.Ε), ερευνητές της ΝΕ-Τ και
εμπειρογνώμονες από μουσεία επιστημών οι οποίοι και αποτέλεσαν ισότιμα μέλη της
Κ.Μ.
Τα ερευνητικά δεδομένα συγκεντρώθηκαν σε διάρκεια ενός έτους και
περιλαμβάνουν ερωτηματολόγια, ημι-δομημένες συνεντεύξεις, βιντεοσκοπημένες
καταγραφές των αλληλεπιδράσεων των μελών της Κ.Μ και το εκπαιδευτικό υλικό
που ανέπτυξαν οι εκπαιδευόμενοι εκπαιδευτικοί. Για την ανάλυση των δεδομένων
αξιοποιήθηκε κυρίως το Διασυνδεδεμένο Μοντέλο Επαγγελματικής Ανάπτυξης
(Interconnected Model of Professional Growth, IMPG, Clarke & Hollingsworth,
2002), ως ένα ερευνητικό εργαλείο που επιτρέπει τη μελέτη των διαδικασιών μέσα
από τις οποίες συντελείται η επαγγελματική αλλαγή των εκπαιδευτικών. Για την
υποστήριξη της ανάλυσης σε αυτό το πλαίσιο χρησιμοποιήθηκαν μέθοδοι ανάλυσης
περιεχομένου (content analysis) με βάση τις αρχές της θεμελιωμένης θεωρίας
(grounded theory).
Τα αποτελέσματα της έρευνας δείχνουν ότι η δυναμική της αλληλεπίδρασης
των εκπαιδευτικών με τα μέλη της Κ.Μ μεταβάλλεται σύμφωνα με τα ενδιαφέροντα
και τις προσωπικές τους ανάγκες στη βάση των προκλήσεων που προκύπτουν στις
διαφορετικές φάσεις ανάπτυξης της ενότητας. Μέσα από αυτές τις αλληλεπιδράσεις
εμπλέκονται σε διαδικασίες και μαθησιακές δραστηριότητες που προάγουν την εμπειρογνωμοσύνη τους για την ανάπτυξη εκπαιδευτικού υλικού σε έννοιες της ΝΕ-
Τ, συμβάλλοντας στην επαγγελματική τους αλλαγή. Ταυτόχρονα, μέσα από τις
προαναφερθείσες αλληλεπιδράσεις οι εκπαιδευτικοί λαμβάνουν εξειδικευμένη
ανατροφοδότηση για διαστάσεις της ενότητας που αποτελούν για τους ίδιους μια
εκπαιδευτική καινοτομία. Το γεγονός αυτό λειτουργεί υποστηρικτικά στην
προσπάθεια τους να ερμηνεύσουν και να μετασχηματίσουν ένα νέο επιστημονικό
περιεχόμενο σε περιεχόμενο προς διδασκαλία, υιοθετώντας διδακτικές προσεγγίσεις
που αντανακλούν τις σύγχρονες τάσεις της εκπαιδευτικής έρευνας. Υπό αυτήν την
οπτική οι προαναφερθείσες αλληλεπιδράσεις επηρεάζουν τη διαδικασία σχεδιασμού
και δόμησης της ενότητας.
Λαμβάνοντας υπόψιν τα παραπάνω, η παρούσα διατριβή συνεισφέρει στην
ερευνητική βιβλιογραφία που αφορά την επαγγελματική μάθηση των εκπαιδευτικών
μέσα από την ανάπτυξη εκπαιδευτικού υλικού σε συνεργατικά πλαίσια για την
εισαγωγή εννοιών σύγχρονων επιστημονικών αντικειμένων στη διδασκαλία των
Φυσικών Επιστημών.
(EL)
NanoScience and nanoTechnology (NST) is an interdisciplinary field which
has attracted science education researchers’ interest due to its contribution in
technological and scientific literacy of future generations (Hingant & Albe, 2010).
Introducing NST topics in school presupposes that teachers are equipped with
up-to-date knowledge and skills in order to teach such cutting edge science concepts
in a way meaningful to their students (Anderson & Helms, 2001). A review on the
related empirical studies indicate that teachers do not acquire the competency to
effectively facilitate students’ learning in NST topics (Bryan, Magana & Sederberg,
2015). In this view, there is an urgency regarding research on teachers’ education
towards enhancing their Pedagogical Content Knowledge (PCK, Shulman, 1987) in
NST topics in order to support them in introducing such topics in school (Jones et al.,
2013a).
Recently teachers’ participation in collaborative curriculum design teams has
attracted major interest in science education research literature as they impact on their
professional development (Voogt et al., 2011). Indeed, further research is needed on
issues regarding the interactions among members and the nature of the design task, in
order get an insight on how these settings contribute to teachers’ professional learning
(Voogt, Pieters & Handelzalts, 2016).
Aim of the study. This study focuses on teachers’ professional development in a
specialized context of a collaborative curriculum material design team. In the
framework of IRRESISTIBLE EU-project (http://www.irresistible-project.eu) a
Community of Learners (CoL, Loucks-Horsley, Stiles, Mundry & Hewson, 2009)
was established to support five in-service teachers in the process of developing a
teaching module in NST topics that integrates aspects of Responsible Research and
Innovation (RRI) and aspects of science communication by utilizing Information and
Communication Technologies (ICT). To accomplish this task teachers collaborated
with two researchers in NST, four science education researchers and three experts in
science communication which comprised members of the CoL.
The aim of this study is to delve deeper on teachers’ collegial interactions in the
CoL as they confront with the emerged challenges in the different stages of designing and developing a teaching module in NST topics. The research question that guides
this study is:
Which are teachers’ interactions in the context of a Community of
Learners as they design and develop a teaching module in NST topics
and how these interactions prompt their professional change?
Research framework. Methodologically this study is based on the Model of
Educational Reconstruction (MER, Duit, Gropengießer, Kattmann, Komorek, &
Parchmann, 2012). MER brings science content structure and educational concerns
into a balance when designing and developing learning environments. The model is
based on a constructivist epistemological position of teaching and learning (Duit &
Treagust, 2003) and consists of three closely interrelated components: a) clarification
and analysis of science content, b) research on teaching and learning and c) design
and evaluation of teaching and learning environments.
The empirical part of this study was conducted in the framework of the model
of Εducational Reconstruction for Teacher Education (ERTE, Komorek & Kattmann
2008). According to the principles of this model, studies on teachers’ PCK equally
balanced with the process of clarifying concepts for educational structuring is
prerequisite in order to scaffold the guidelines for efficient teachers’ education
settings.
Research Design. The research design was divided in three interrelated phases and
lasted a year-long. In Phase A (Plan and Prepare) members of CoL were familiarized
with the aspects of the module, i.e NST, teaching and learning of NST topics, RRI,
inquiry, science exhibits development and ICT in science teaching. They visited
science laboratories and museums, they were familiarized with nano-products and
interactive science exhibits. Furthermore, they had the opportunity to interact with
exemplary teaching material used in teaching and learning of NST according to the
latest literature review. In Phase B (Develop), the members of CoL shared their ideas
for module’s design and a shared structure of the module was developed. In Phase C
(Implement & Reflect), teachers properly adjusted and implemented the shared
structure of the module in their classrooms, i.e in two primary school classes (aged
11-12), two lower secondary classes (aged 14-15) and two upper secondary classes
(aged 17-18). Consequently, teachers shared their reflections with colleagues in the teaching material as long as the analysis and the clarification of the aspects of the
module that are novel for them, i.e NST, RRI, exhibits. Their familiarization with
nano-applications, science exhibits and the exemplary teaching material evoked
multiple stimulating dialogues with colleagues, which reinforced them in contributing
with new educational ideas regarding module’s design considering students’
perspectives, which they majorly addressed to the plenary of the CoL.
In Phase B (Develop), teachers’ enacted the acquired knowledge and the
research based educational strategies regarding teaching and learning of NST in their
teaching practices given that these aspects were integrated in their modules
considering students’ perspectives. In this phase, they interacted majorly with peerteachers
in the CoL as they anticipate feedback from colleagues that share the same
interest and concerns. The acquired feedback on their proposals and the process of
experiencing practical alternatives challenged their personal perspectives and
influenced their initial intentions regarding the development of a module that
facilitates students’ understanding in NST topics.
In Phase C (Implement & Reflect) teachers enacted in the implemented
modules their refined ideas and optimal teaching practices regarding NST instruction.
The implementation process supplied them with valuable feedback on students’
reflections regarding majorly the teaching material, students-researchers interactions
and the process of exhibits development. Teachers’ collegial interactions majorly with
peer-teachers in the CoL regarding their related experiences on the abovementioned
aspects, triggered multiple reflection processes. These processes stimulated them in
validating and revising their perspectives regarding the development of a teaching
module that effectively supports students’ understanding in NST topics.
In summary, the findings in this study highlight that confronting to the
emerged challenges in the process of designing and developing a teaching module in
NST topics, teachers progressively shift their focus for interaction with colleagues
powered by their personal interests and major concerns on the emerged challenges of
the design task. Throughout these interactions they acquire qualified feedback in order
to interpret and educationally reconstruct NST topics in a teaching module that
integrates aspects which constitutes an educational innovation for them and reflects in
practice research based educational approaches. These interactions evoke processes that promote their professional learning in terms of the IMPG and raise an impact on
the process of module’s design and development.
Discussion and Conclusions.
In the context of a CoL in this study, in-service teachers were engaged in
learning activities and processes that challenged their personal perspectives and
cultivated their proficiencies in developing teaching materials in order to introduce
NST topics in class. The findings indicate that the aforementioned processes updated
their knowledge base and broadened their pedagogical repertoire as they enacted the
received stimulus and acquired knowledge in their teaching modules. At this end, this
study confirms the findings of previous studies (Voogt, Pieters & Handelzalts, 2016;
Voogt et al., 2011) which highlight the impact of collaborative curriculum design
teams in teachers’ professional development.
Another prominent feature of this study is that it unearths the dynamic change
on teachers’ interactions with colleagues in the CoL which evoked different
sequences of professional change in terms of the IMPG. Furthermore it unveils the
special features of the emerged sequences of change in each phase of module’s
development, identifying the mediating processes that raise an impact on teachers’
personal perspectives considering the instruction of contemporary scientific topics in
school.
Such outcomes are promising in the effort to overcome traditional hindrances
in teaching contemporary scientific topics which are powered by teachers’ abstract
knowledge on the new science content. To this end, this study contributes in the
existed knowledge regarding teachers’ professional learning in NST topics in
conjunction with the literature regarding the development of their expertise in collaborative curriculum material design.
(EN)
