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Articles

A Time for Change: Advocating for STSE Education Through Professional Learning Communities

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Pages 415-437 | Published online: 07 Dec 2013
 

Abstract

New science curricula in Ontario position science, technology, society, and environment (STSE) objectives at the fore of all science courses. A professional learning community (PLC) consisting of 24 elementary teachers and a facilitation team was established to assist teachers in meeting the challenges of STSE education. Specifically, we examine (a) teachers’ understandings of STSE as they engaged in the PLC and (b) the nature of the PLC that supported their efforts. Findings suggest that PLCs provide a supportive environment for exploring new ideas and practices. STSE was understood to have a range of orientations, and action was viewed as problematic. Theoretical apparatus, strong facilitation, collective capacity, and diverse membership were identified as key aspects of the PLC.

Résumé

Les nouveaux curriculums de sciences en Ontario situent les objectifs d’enseignement en sciences, technologies, société et environnement (STSE) au premier plan des cours de sciences. Une communauté d’apprentissage professionnel (CAP), formée d’une équipe de facilitateurs et de 24 enseignants de niveau élémentaire, a été établie pour aider les enseignants à relever les défis que présente l’enseignement des STSE. Plus précisément, nous analysons d’abord la compréhension des STSE chez les enseignants qui participent à la CAP, et ensuite la nature de la CAP qui soutient leurs efforts. Les résultats indiquent que les CAP fournissent aux enseignants un environnement qui favorise l’exploration de nouvelles idées et pratiques. Toutefois, il est clair que les STSE se caractérisent par une grande variété d’orientations, et que l’action dans ce domaine est perçue comme problématique. L’appareil théorique, la grande facilitation, la capacité collective et les multiples provenances ont été identifiées comme des aspects clés des communautés d’apprentissage professionnel.

ACKNOWLEDGMENTS

We thank the school board and all of the educators who participated in the professional learning community. A special thank you to graduate assistants Michael Tan and Gabriel Ayyavoo, and Astrid Steele for sharing her expertise in outdoor education. Without the passion and commitment of the entire learning community and their dedication to improving science education this project would not have been possible.

We are grateful for a Social Sciences and Humanities Research Council grant #482799 for funding this work.

Notes

1. Pedretti et al. (Citation2008).

2. Pedretti (1997).

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