"Mechanisms of Professional Learning for 3D Science Teaching in Rural Schools"
Rebecca Sansom will be leading a roundtable discussion at the upcoming NARST Conference.
As the Next Generation Science Standards (NGSS) continue to shape science education across the United States, a new study sheds light on how rural science teachers can enhance their teaching practices through technology-supported professional development. The research examines a year-long professional learning program designed to strengthen teachers' understanding and implementation of three-dimensional (3D) science teaching in a western U.S. state.
The study analyzed data from teacher interviews, classroom observations, and online collaborative meetings. Findings reveal that teachers significantly improved their 3D teaching skills over multiple cycles of technology-mediated lesson study. This growth was driven by collaborative discussions with peers, reflections on classroom experiences, and the co-creation of lesson plans tailored to the NGSS framework.
“These results underscore the power of hybrid learning approaches in professional development,” the study concludes. “Technology-supported programs provide rural educators with meaningful opportunities to engage in continuous learning, collaborate with colleagues, and refine their instructional practices.”
The findings offer valuable insights for professional development providers, demonstrating that well-designed online and hybrid learning models can drive meaningful instructional change—particularly in rural settings where access to in-person training may be limited.
Date and Venue:
NARST Annual Conference
March 23-26, 2025
Gaylord Convention Center
National Harbor, Maryland
