Formative Design as a Framework for Implementing Teacher Professional Development on Design Thinking

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY Accounts of Chemical Research Pub Date : 2020-01-29 DOI:10.1007/s41686-020-00042-6

M. Elizabeth Azukas, William Gaudelli

引用次数: 1

Abstract

This study employed designed-based research to explore formative design as both a methodology for PD and as the focus of the PD content. Five 7-h PD sessions were offered to 220 teachers across five schools in India. Results indicated that formative design was useful for planning, implementing, and iterating PD that was meaningful for participants and that teachers were open to aspects of the design process, but struggled with making changes to their pedagogy.

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形成性设计:实施教师设计思维专业发展的框架

本研究采用以设计为基础的研究，探讨形成性设计作为设计的方法论和设计内容的重点。为印度五所学校的220名教师提供了五次7小时的PD课程。结果表明，形成性设计对于规划、实施和迭代对参与者有意义的PD是有用的，教师对设计过程的各个方面持开放态度，但很难改变他们的教学方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.