Supporting High School Science Teachers in Developing Pedagogical Content Knowledge for Data Literacy
Graduate School of Education, University of Pennsylvania
How they used Delve
Learning sciences researchers at the University of Pennsylvania Graduate School of Education used Delve to organize and constant-comparatively analyse 15 hours of workshop video and four post-intervention interviews with high school science teachers learning to teach data literacy.
“The transcripts of the workshops and interviews were organized in Delve Tool, a qualitative data analysis software and a constant comparative analysis (Glaser, 2008) was conducted to generate themes related to participants' perceptions of the intervention and its design components.”
- Field
- Science teacher professional development / data literacy and pedagogical content knowledge
- Data
- Transcripts of nine Zoom workshop sessions (15 hours 20 minutes of video) and four post-intervention semi-structured interviews averaging 49 minutes, with four high school science teachers in one large urban district in the northeastern United States
- Approach
- Constant comparative analysis after Glaser, generating themes about teachers' perceptions of the intervention and its design components
- Data types
- Interviews, Observation
Abstract
As the world becomes increasingly awash in data, there is a growing need for greater focus on data literacy at the K-12 education level.Since high school teachers are often trained in one specific subject, they need additional support to teach data literacy as an integrated STEM topic.In addition to providing subject matter knowledge of data literacy, this support must focus on pedagogical content knowledge (PCK) which connects the content to the pedagogy for teaching it.As there is a major dearth of research on PCK for data literacy this study seeks to apply existing strategies and design mechanisms that can support teachers in developing their PCK to the subject of data literacy to better understand how a new conception of PCK can be surfaced and understood.
Citation
Katherine Miller, Susan A. Yoon (2023). Supporting High School Science Teachers in Developing Pedagogical Content Knowledge for Data Literacy. Proceedings of the 17th International Conference of the Learning Sciences (ICLS 2023). https://doi.org/10.22318/icls2023.694470