1. Data Sources One cohort of middle school science teachers (n=19) who participated in the first year of this PD program focused on developing their understanding of using secondary data sets to conduct scientific investigations PD observations to document teachers’ learning opportunities Classroom observations to detail their use of scientific inquiry practices, verbal practices, and resources Teacher interviews to document instructional practices, PD learning, and access to and use of resources Completed exit projects to examine teachers’ learning Conceptualize instruction as enabled by resources and resource use (Cohen, Raudenbush, & Ball, 2003) and involves the interaction of teachers with students and content, mediated both by the presence of resources and the skilful use of those resources including: 1)Conventional resources (teachers’ qualifications, books, facilities) 2)Personal resources (practitioner will, skill, and knowledge) 3)Environmental and social resources (state instructional guidance, academic norms, professional leadership, family support) Teaching Case Materials To help teachers understand scientific inquiry and secondary research related to the zebra mussel invasion of the Hudson River ecosystem; includes text passages, video resources, and interactive web-based graphing and data analysis tools PD tools and strategies act as important “messengers” of practice Tools help create a dialectic between disciplinary knowledge and scientific practices How teachers interpret the “message” and apply specific tools and strategies in their own practice is dependent upon several key contextual factors including what they perceive as their students’ needs, their curricular goals, collegial support, teacher’s comfort and knowledge of science content and teaching, and teachers’ views of scientific inquiry Urban Advantage (UA) Professional Development Program GOAL: Improve teachers’ and students’ understanding of scientific knowledge and inquiry through collaborations between the New York City public school system and science-rich cultural institutions BACKGROUND CONTEXT DEVELOPMENT WORKRESULTS CONCLUSIONS Data Analysis Content analysis of observations, interviews, and projects; graphic mapping – creating diagrams that depict findings or theories (McMillan & Schmacher, 1997) Using Secondary Data Sets to Build Teachers’ Understanding about Science and Scientific Inquiry American Museum of Natural History: James B. Short, Hudson Roditi, Jay Holmes, Suzanne Elgendy Michigan State University: Suzanne M. Wilson, Jamie N. Mikeska, Patricia S. Bills, Kenne Dibner, Tamara Shattuck Teachers’ PD Learning Opportunities Overview: PD activities focused on developing teachers’ understanding about processes for how scientific knowledge is generated and scientists’ practical work Theme #1: Multidimensionality of scientific methods Scientists use a variety of methods to investigate scientific phenomena and generate scientific knowledge; each method has specific characteristics Theme #2: Interconnectedness between parts of scientific investigation Bi-directional influence in relationship between question, data, and analysis; some methods (secondary research) more heavily influenced by available data Theme #3: Complexity of data interpretation Generation of scientific knowledge closely intertwined with understanding context of data collection and variables Theme #4: Science content and investigation design are mutually supportive Teachers engaged in content through two interconnected perspectives – focused on learning about relationship between variables and secondary research investigation design Teachers’ Classroom Practice Teachers reported using IDD to help teach students the investigation design process and how to identify variables and learn how to write a hypothesis Varying degrees of flexibility in tool use (e.g., IDD used for different purposes) Variability in scaffolding of tools dependent on students’ perceived needs Tools provided structure within which to teach science Teachers’ Exit Projects Strict adherence to UA “formula” for displaying exit project work Variation across projects in use of scientific concepts to support hypothesis and conclusions and depth in investigation procedures but consistency within projects RESEARCH QUESTIONS This study examines how teachers’ developing understanding and practice is enabled by the availability and use of resources. How do professional development opportunities focused on secondary research shape teachers’ understanding of science and scientific inquiry? How do informal institutions’ resources and methods support teachers’ practice? How do teachers use resources to further their own and their students’ learning? RESEARCH METHODS Teacher Professional Development (PD) Cycle 1 (2 days) Cycle 2 and 3 (6 days) Continuing PD (2 days/year) Orientation session to:  Introduce four types of scientific investigations  Learn about cultural institutions and UA resources Inquiry workshops to:  Conduct an in-depth examination of two types of scientific investigations  Complete a science exit project  Increase teachers’ repertoire of field trip destinations Inquiry workshops to:  Expand teachers’ repertoires about scientific investigations and cultural institutions  Refine classroom practices and examine student work  Address difficult inquiry areas (e.g., constructing scientific explanations) Independent Variable: Change in independent variable: Number of repeated trials: Title: Question: Hypothesis: Dependent variable: Constant variables: Investigation Design Diagram (IDD) What is your question? Developing a Scientific Explanation Tool (DSET) Support for your explanation Claim based on the evidence (What is the answer to your question based on your evidence?) Evidence (observations/data that answers your question) Scientific Reasoning (why you think this happened based on background research) Scientific Explanation = Claim + Evidence + Science Reasoning My claim is (fill in with above claim) because (evidence and science reasoning) Coding Categories by Data Source PD ObservationsClassroom Observations InterviewsExit Projects  Opportunities to do science  Opportunities to learn about the nature of science and inquiry  Opportunities to learn science content  Tool/resource use (flexibility and hybridity)  Contextual factors influencing use  Use of UA language  Teachers’ instructional practice  Teachers’ ideas about scientific inquiry  Teachers’ confidence in teaching science  Tool/resource use  Quality and structure of exit project components (e.g., hypothesis, data display, scientific explanation) IDD Abstracts variables and relationships to help design and direct the investigation DSET Scientific reasoning contextualizes the results of investigation Teaching Case Materials Enables learning content in the context of scientific inquiry DR K-12 Research Project Website http://education.msu.edu/research/projects/urban-advantage/ Model of Resource Use: Tools/resources support developing teachers’ knowledge in two interconnected “silos” of understanding (science content and scientific inquiry)