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Exploring K-12 Texas Teachers' Sensemaking of Three-Dimensional Science Learning: An Exploratory Case Study
Exploring K-12 Texas Teachers' Sensemaking of Three-Dimensional Science Learning: An Exploratory Case Study
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091529.5
- ISBN
- 9798270235499
- DDC
- 371.3
- 서명/저자
- Exploring K-12 Texas Teachers Sensemaking of Three-Dimensional Science Learning: An Exploratory Case Study / Sonnur Ozturk Ebadollahi Noudeh
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (201 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Madkins, Tia C. Committee members: Marchant, Carlos Nicolas Gómez; Celedón-Pattichis, Sylvia; Yeh, Cathery; Riegle-Crumb, Catherine.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약The implementation of the revised Texas Essential Knowledge and Skills (TEKS) in the 2024-2025 school year represents a major shift in science education across the state. These new standards emphasize three-dimensional (3D) learning. 3D learning integrates science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs) to foster student sensemaking. The new TEKS are more closely aligned with the Next Generation Science Standards (NGSS) and the National Research Council's Framework for K-12 Science Education (NGSS, 2013; NRC, 2012; TEA, 2020). Given that Texas has not officially adopted the NGSS, many teachers are not familiar with the 3D science learning approach. Thus, there is a need for targeted professional development (PD) to support K-12 teachers in adapting to this new shift. This exploratory case study investigates how K-12 teachers in Region SE1 (Pseudonym) Texas began to make sense of 3D science learning during a one-day PD session. The study is guided by the conceptual framework of teacher sensemaking to better understand how teachers interpreted and responded to 3D learning in the PD (Weick, 1995). The study focused on three key areas: (1) the design and implementation of the one-day PD session and how it supported teachers' initial understanding of 3D learning, (2) the strategies teachers proposed for implementing 3D learning during the PD, and (3) the immediate challenges teachers identified when engaging with 3D science learning in the PD. Findings showed that the structure of the PD emphasized phenomenon-based instruction, collaborative learning, and sequenced progression to help teachers begin to conceptualize 3D learning. Teachers proposed several strategies such as using a real-world phenomenon, connecting science to everyday experiences, using scale models, and fostering collaborations and student discussion. However, they also expressed concerns related to time constraints, lack of teacher support, curriculum and testing pressure. This study contributes to the growing body of research on 3D science learning by offering insights into how teachers initially make sense of the shift on new TEKS in one-day PD. It highlights the importance of context-specific PD to support K-12 teachers in understanding and navigating 3D learning practices in their science classrooms.
- 언어주기
- English
- 일반주제명
- Science education
- 일반주제명
- Curriculum development
- 일반주제명
- Educational technology
- 일반주제명
- Educational psychology
- 기타저자
- The University of Texas at Austin Science Technology Engineering and Mathematics Education
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091529.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270235499
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.3
■1001 ▼aOzturk Ebadollahi Noudeh, Sonnur▼eauthor.
■24510▼aExploring K-12 Texas Teachers' Sensemaking of Three-Dimensional Science Learning: An Exploratory Case Study ▼cSonnur Ozturk Ebadollahi Noudeh
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (201 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Madkins, Tia C. Committee members: Marchant, Carlos Nicolas Gómez; Celedón-Pattichis, Sylvia; Yeh, Cathery; Riegle-Crumb, Catherine.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThe implementation of the revised Texas Essential Knowledge and Skills (TEKS) in the 2024-2025 school year represents a major shift in science education across the state. These new standards emphasize three-dimensional (3D) learning. 3D learning integrates science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs) to foster student sensemaking. The new TEKS are more closely aligned with the Next Generation Science Standards (NGSS) and the National Research Council's Framework for K-12 Science Education (NGSS, 2013; NRC, 2012; TEA, 2020). Given that Texas has not officially adopted the NGSS, many teachers are not familiar with the 3D science learning approach. Thus, there is a need for targeted professional development (PD) to support K-12 teachers in adapting to this new shift. This exploratory case study investigates how K-12 teachers in Region SE1 (Pseudonym) Texas began to make sense of 3D science learning during a one-day PD session. The study is guided by the conceptual framework of teacher sensemaking to better understand how teachers interpreted and responded to 3D learning in the PD (Weick, 1995). The study focused on three key areas: (1) the design and implementation of the one-day PD session and how it supported teachers' initial understanding of 3D learning, (2) the strategies teachers proposed for implementing 3D learning during the PD, and (3) the immediate challenges teachers identified when engaging with 3D science learning in the PD. Findings showed that the structure of the PD emphasized phenomenon-based instruction, collaborative learning, and sequenced progression to help teachers begin to conceptualize 3D learning. Teachers proposed several strategies such as using a real-world phenomenon, connecting science to everyday experiences, using scale models, and fostering collaborations and student discussion. However, they also expressed concerns related to time constraints, lack of teacher support, curriculum and testing pressure. This study contributes to the growing body of research on 3D science learning by offering insights into how teachers initially make sense of the shift on new TEKS in one-day PD. It highlights the importance of context-specific PD to support K-12 teachers in understanding and navigating 3D learning practices in their science classrooms.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aScience education
■650 4▼aCurriculum development
■650 4▼aEducational technology
■650 4▼aEducational psychology
■653 ▼a3D science learning
■653 ▼aTeacher sensemaking
■653 ▼aDisciplinary core ideas
■653 ▼aCollaborative learning
■7102 ▼aThe University of Texas at Austin▼bScience, Technology, Engineering, and Mathematics Education.▼edegree granting institution.
■7201 ▼aMadkins, Tia C.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361306▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
