1. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 1 LRDC Technion – Israel Institute of Technology Yaron Doppelt yarondoppelt@gmail.com This research was part of the SCALE project supported by: NSF EHR-0227016 (PI: Lauren Resnick and Christian Schunn), in the Learning Research & Development Center University of Pittsburgh System-Design Approach for Professional Development for Teachers of Electronics Department of Education in Technology & Science - Seminar

2. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 2 LRDC Introduction  Science education reform promises to improve significantly student achievement by transforming the way science has been traditionally taught (National Research Council, 1996; Resnick, 2005).  The content of professional development (PD) is of primary importance by comparing effects on student achievement (Fishman, Marx, Best, & Tal, 2003; Kennedy, 1998).  Characterizing the features for an effective PD (Guskey 2000; Guskey, 2002).  PD is a crucial component of a reform in science and technology education (Barak, 2006; Porter, 2003).  It is apparent that the focus, methods, and overall quality and rigor of research in technology education needs to be improved (Johnson & Daugherty, 2008).

3. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 3 LRDC A Pupil reflects on past experiences in science “During sixth and seventh grades I felt that science lessons demand memorizing facts and reading long uninterested stories about phenomena. This year I enjoyed very much the hands-on activities.”

4. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 4 LRDC Focus Questions  How does a system design approach help researchers collaborate with teachers in order to achieve a wide and sustainable curriculum reform?  What is the impact of professional development on teachers’ practice and pupils’ learning?  How does a system design approach facilitate the way teachers work with pupil teams?  To what extent does teachers adopt the new learning module during the implementation in their actual class environment?

5. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 5 LRDC Pedagogical Guidelines Work from pupil’s own needs  Real world examples  Pupils search for examples relating to their home / environment  Search for historical invention  Invent his/her own story  Teach systems perspective rather than parts perspective on electronics Cover core physics concepts  Meet science and technology standards  Implementing hands-on authentic engineering design process Create rich and engaging learning environment  Generative thinking  Teamwork  Reflective learning  Presentation skills

6. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 6 LRDC The pupils experience an authentic systems design approach to learning scientific and technological concepts Communication Presentation Reflection Self Assessment Analysis & Synthesis  Needs Analysis  Requirements  System/Sub-systems  Decision Matrix Detector Subsystem Indicator Subsystem Power Subsystem Prior Knowledge about alarm systems Construction Predict, Test, Troubleshoot, Improve Science and Technology Education Standards In contrast to typical project based learning in schools Pupils do the work themselves (not parents) No materials needed from home

7. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 7 LRDC

8. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 8 LRDC Focus Questions How well does a system design approach help researchers collaborate with teachers in order to achieve a wide and sustainable curriculum reform?

9. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 9 LRDC I found a gap between the science standards and the existing learning environment National and state science standards  Design thinking  Know and use the technological design process to solve a problem  Systems thinking  Explain the parts of a simple system and their relationship to each other There was a need from the field to assist eighth-grade science teachers

10. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 10 LRDC Collaboration on an intervention program to meet the need  Pupil Module  Inserted into Electronics FOSS unit  4-6 weeks to design and construct an alarm system  Learn and come to own authentic design process  Teacher Guide  Professional Development: Series of workshops  Assessment tools for the teachers  On-Site Guidance

11. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 11 LRDC Complex process of recruitment and loss of teachers at each step N=27 Teachers 1 st Year 2 nd Year

12. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 12 LRDC Research Plan vs. Implementation

13. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 13 LRDC I used a multi-dimensional approach to create a research space Video analyses of pupils activities for future expansion of this research. NSF curriculum (5 years)

14. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 14 LRDC Nine Participating Schools

15. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 15 LRDC Proportion of pupils in the Design and Inquiry Groups Coming from High, Medium, and Low Socio-Economic-Status Design Inquiry

16. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 16 LRDC Overall Gains in Science Test Scores N=466 N=587 Effect size = 0.89 Design-Based Learning Inquiry Pupils ’ Gain Score

17. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 17 LRDC Focus Questions What is the impact of professional development on teachers’ practice and pupils’ learning?

18. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 18 LRDC What is a Successful PD? Reform Curriculum Professional Development Teacher Practice Pupil Achievement  Distributing the PD throughout the implementation  Facilitating a community of teachers professionals  Engaging teachers in an active learning process  Focusing the PD on how pupil learn, misconceptions, and embedded assessment.

19. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 19 LRDC What was learned in PD (From content analysis of video–questions and reflection statements) The underlying physics of electronics (“Why does the bulb get dimmer?”) System engineering thinking in DBL (“How exactly does the decision matrix assist?”) Pedagogical content knowledge for fostering student thinking about electronics (e.g., getting students to track electricity flow through a circuit)

20. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 20 LRDC Our Teacher Workshops Distributed over unit implementation (1 pre, 3 during, 1 post, each 4 hrs) Each Workshop Learner’s hat  Do unit in groups  Mentors model good pedagogy Teacher’s hat  Reflect on modeled pedagogy  Share classroom experiences Change of ownership  Yr1: Researchers + science supervisor  Yr2: Science supervisor + teacher leaders (Researchers as assistants)

21. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 21 LRDC Test Reliability oCronbach Alpah for the instrument was: Alpha = 0.798 oCronbach Alpah for comprising the split-half test was: Alpha = 0.681. oAnalyzing each of the instrument’s items – when omitting any of the item the Cronbach Alpha does not increase beyond 0.81

22. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 22 LRDC Score Gains: PD vs. NPD Effect size = 1.12 Effect size = 1.68 PD: N=19 Classes NPD: N=7 Classes Science Questions Design Questions

23. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 23 LRDC Score Gains: PD vs. NPD Effect size = 1.18Effect size = 0.50 Effect size = 0.67 Inquiry: N=5 Teachers; 405 students Design No-PD: N=5 Teachers; 274 students Design w/PD: N=13 Teachers; 977 students Design No-PD Inquiry Design w/PD

24. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 24 LRDC Focus Questions How did a design-based approach facilitate the way teachers worked with pupil teams?

25. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 25 LRDC Teachers experienced a different role Pupils documented the learning process & learned teamwork skills Pupils created team presentation

26. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 26 LRDC Individual Documentation Team Transparencies Class Shared Knowledge Individual Documentation Team Transparencies Individual Documentation Synthesize Analyze & Generate Teacher Guided Synthesis Transformation and reflection

27. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 27 LRDC Significant adoption rate Observations of class activities showed that 27 classes from the 36 participant classes completed the module In addition, analysis of team presentations showed that in all of these 27 classes, teams created presentations at different stages of the design process The observations and the portfolios showed also that the teachers developed new learning materials

28. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 28 LRDC Teachers prepared additional task Pupils explained what an alarm detects with proficiency

29. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 29 LRDC Warm-up Test For this activity the teacher used a familiar example to engage pupils in practicing a new skill. The new skill was to define requirements for the freeze alarm system.

30. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 30 LRDC New documentation sheet This is a representative example of a documentation from 645 portfolios

31. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 31 LRDC Permitting pupils to choose what they design should eliminate equity gaps Pupils chose designs based on their related needs Pupil choices did not imply stereotypical choices Which of these designs is from all boys and which from all girls?

32. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 32 LRDC Even more encouraging: Disaggregated by ethnicity Effect Size = 1.0 Effect Size = 0.7 Minority PupilsNon-Minority Pupils Design Inquiry

33. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 33 LRDC Conclusions Performance  Double the gains in science questions  Impact of PD on pupil achievement  Pupils who studied with teachers who participated in PD tripled the gains on the science concept test than pupils who studied with teachers who did not participate in the PD  Teachers lack the training necessary to teach PBL effectively because they have not been trained in this area (Frank, 2005).  Low-achievers succeed beyond teacher expectations  Teachers covered more investigations

34. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 34 LRDC Conclusions Collaboration  Teachers  Teacher reflected meaningfully on their class experience  Teachers tried and adopted several different team-oriented classroom strategies  Field and academy  Success in achieving the curriculum goals (Waks, 1995; Zohar & Dori, 2003; Doppelt, Mehalik & Schunn, 2008)  The teachers have created rich and flexible learning environments for their pupils  These learning environments have the potential to develop pupils’ thinking and to increase pupils’ love for science (Dori & Barnea, 1997; Doppelt, 2008)

35. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 35 LRDC Multiple levels of Expansion Development  Electrical Alarm System - Design, Construction and Reflection  Lift System - Design-based Immersion Module for Force and Motion  Teacher Guides and Research tools Implementation  Middle school (Whole district ~2000 8th grade pupils)  Teacher leaders from previous years lead PD  High School (50% of the district)  Researcher lead PD Research - Enhancing science education through design-based learning  Focusing on   What is the impact of professional development on teacher practice and pupil learning?  What are the learning environment characteristics teachers create in their classes? Tools  Observation of Class Activities  Focusing on  Video Analysis  Analysis of Pupils’ Portfolios  Expanding to  Whole District  Findings from: Knowledge Pre/Post test and Learning Environment Questionnaire Expansion  Implementing the alarm system learning module in other SCALE districts.  Ph.D. students are currently continue my research both in the US and in Israel.  I continue to examine pupils’ & teachers’ misconceptions in Electronics.

36. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 36 LRDC Sample Science Questions from the KT 1. Which bulb(s) are lit in this circuit? a.A b.B c.C d.A & B but not C e.None of the above. 2. Bulbs A, B, C, D, and E are identical. What can you predict about the relative brightness of bulbs A and E in this circuit? a. Bulb A will be brighter b. Bulb E will be brighter c. They will be equally bright d. Both bulbs A and E will be less bright than the others bulbs e. Both bulbs A and E will be brighter than the others bulbs

37. Yaron Doppelt, 2009: Presentation at the Department of Education in Technology and Science 37 LRDC Sample Design Question from the KT