DISTRICT PARTNER(S): BCLUW, Bondurant-Farrar, Cedar Falls, Charles City, Clarksville, Clear Lake, Denver, Dike-New Hartford, Gladbrook-Reinbeck, Hudson, Janesville, Mason City, Pella, South Hardin, Waterloo, Waukee, Waverly-Shell Rock
PROJECT DURATION: 2016-18
ABSTRACT: In 2015, the state of Iowa adopted the Next Generation Science Standards (NGSS) as its state science standards. The previous Iowa Core science standards were written to promote inquiry, but the NGSS go a step further and support a specific type of inquiry: Argument-Based Inquiry (ABI).
Research has identified two main types of teacher feedback patterns, Verification and Elaborative (Siddiquee & Ikeda, 2013). Elaborative feedback patterns align with ABI approaches (Shute, 2008) and thus also align with the intent of the new science standards. The Elaborative approach to feedback uses a dialogic perspective and suggests that teachers use dialogic feedback in classrooms (Chin, 2007).
This project will focus on the type of feedback teachers provide their students when they teach science using an argument-based, STEM-infused approach. We will explore possible correlations between the type of feedback a teacher uses in their classroom and their epistemological beliefs about science. We will also evaluate how student achievement is affected by teacher epistemological beliefs about science and their ability to enact quality dialogic feedback.
Teachers will attend a five-day professional development (PD) where they will learn how to implement the Argument-based Strategies for STEM-Infused Science Teaching (ASSIST) approach. These teachers and a control group that will not attend the PD will submit videos of their science teaching and their ability to enact dialogic feedback with their students will be assessed. We will evaluate the two groups' epistemological beliefs about science and use of dialogic feedback, as well as their students' achievement in science.
- Kuhn, M., & McDermott, M. (2017). Methods and strategies: Using argument-based inquiry strategies for STEM infused science teaching. Science & Children, 54(5), 80-87.
- McDermott, M. A., & Kuhn, M. (2017). Introducing the ASSIST approach to preservice STEM teachers. Innovations in Science Teacher Education, 2(1).
Also see Dr. Kuhn's presentation from NARST 2017, "The Relationship Between Dialogic Teacher Feedback and Student Outcomes on Standardized Science Assessment"