Prof. Hannah Sevian. A Teacher-Driven Partnership to Support Mid-Career Chemistry Teachers

Prof. Hannah Sevian. A Teacher-Driven Partnership to Support Mid-Career Chemistry Teachers

יום ג׳, 12 במרץ, 14:30 – 15:30

A national model of professional development is being developed for mid-career teachers of chemistry in the US to strengthen their students’ chemical thinking through expanding their repertoire and knowledge of both domain-general and discipline-specific formative assessment practices. The successes and challenges of this work are discussed, along with how concurrent teacher-driven research has emerged from these. These processes are presented through examples of research studies that have been collaboratively designed and carried out by the teachers and university researchers in the partnership. One study used grounded theory to characterize how middle and high school students use structure-property relationships and benefits-costs-risks thinking in a formative assessment activity in which teachers asked students to decide on the best fuel to use in a vehicle. The second study employed focus groups to examine what teachers notice, how they interpret it, and how they would act in attending to these as they evaluate student work from a formative assessment activity that asks how students would control a specific reaction. The third example involves video analysis to study how teachers who design and lead the year-long professional development programme draw upon their expertise as classroom chemistry teachers in this form of peer leadership. Findings and implications about carrying out such work are presented through the lenses of building principled practical knowledge and addressing dilemmas that chemistry teachers face in strengthening their formative assessment practices.

Hannah Sevian, PhD

Professor of Chemistry and Graduate Program Director

Department of Chemistry

College of Science and Mathematics

University of Massachusetts Boston, USA

Hannah Sevian completed her Ph.D. in 1992 in theoretical chemical physics, and subsequently conducted postdoctoral study in theoretical polymer chemistry. Then, after teaching high school chemistry and physics for 7 years in the Boston area in the United States, and more postdoctoral research in experimental materials science, she joined the faculty at the University of Massachusetts Boston, where she has been since 2001. Her research focuses on how students develop chemical thinking across the decade from secondary to tertiary chemistry, how problem solving in chemistry is similar to and different from other disciplines, how a focus on green chemistry influences students’ learning of chemistry, and how scientists and teachers develop responsive classroom formative assessment practices that promote students’ sense making in chemistry. Her work has been published in educational journals including Chemistry Education Research and Practice, the Journal of Chemical Education, the International Journal of Science Education, and Cultural Studies of Science Education. Among the awards she holds most dear are the Boston Higher Education Partnership Service Award and the UMass President’s Award for Public Service, both in recognition of her commitment to the quality of public science education and access to higher education for students in Boston.