A Teacher–Researcher Partnership for Professional Learning : Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes

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Juuti , K , Lavonen , J , Salonen , V , Salmela-Aro , K , Schneider , B & Krajcik , J 2021 , ' A Teacher–Researcher Partnership for Professional Learning : Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes ' , Journal of Science Teacher Education , vol. 32 , no. 6 , pp. 625-641 . https://doi.org/10.1080/1046560X.2021.1872207

Title: A Teacher–Researcher Partnership for Professional Learning : Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes
Author: Juuti, Kalle; Lavonen, Jari; Salonen, Visajaani; Salmela-Aro, Katariina; Schneider, Barbara; Krajcik, Joseph
Other contributor: University of Helsinki, Department of Education
University of Helsinki, Maker@STEAM
University of Helsinki, Maker@STEAM
University of Helsinki, Department of Education



Date: 2021-08-18
Language: eng
Number of pages: 17
Belongs to series: Journal of Science Teacher Education
ISSN: 1046-560X
DOI: https://doi.org/10.1080/1046560X.2021.1872207
URI: http://hdl.handle.net/10138/333261
Abstract: We present teacher-researcher partnership (TRP) as a way of fostering teachers' professional learning. Teachers' participation as research group members is an essential aspect of the partnership. Teachers and researchers share the same goal, which is to improve their understanding of and enhance students' engagement in science. Project-based learning (PBL) was selected as a means of enhancing student engagement. The activities of the partnership focused on the co-design and enactment of and co-reflection on PBL units. Teachers participated in the design of the data collection process and the interpretation of initial findings. As an indicator of teachers' professional learning, we examined students' engagement during different implementations of the PBL units. Student engagement was measured using a situational experience sampling questionnaire delivered via mobile phones. The students' experiences of scientific practices and engagement in actual learning situations were measured in the first and second years of the teachers' implementation of the teaching units. An analysis of the students' responses showed that the students were 20% more engaged in the second year than in the first year. We argue that TRP has the potential to enhance teachers' professional learning.
Subject: INQUIRY
INSTRUCTION
ORGANIZATIONAL KNOWLEDGE CREATION
Professional learning
REFLECTION
co-design
engagement
partnership
project-based learning
516 Educational sciences
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