skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse
The Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (NRC, 2012) on which they are based, describe a new vision for science education that includes having students learn science in a way that more closely aligns to how scientists and engineers work and think. Accomplishing this goal will require teacher educators to make important shifts in the ways they prepare future science teachers (NRC, 2012). Many science teaching methods courses are being reformed to better support future science teachers to meet the ambitious goals of the NGSS. Specifically, these reform efforts require evidence-based and standards-aligned tools to help preservice teachers align instruction with the new science standards. This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components of NGSS and to promote discourse related to the three-dimensionality of planning instruction. The 3D Map provides a visualization of key elements of the NGSS, while being flexible enough to accommodate established teaching strategies.  more » « less
Award ID(s):
2049130
PAR ID:
10329500
Author(s) / Creator(s):
Date Published:
Journal Name:
Journal of college science teaching
Volume:
30
Issue:
2
ISSN:
0047-231X
Page Range / eLocation ID:
101-121
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. (, Innovations)
    The Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (NRC, 2012) on which they are based, require a shift in preservice science teacher preparation. NGSS aligned instruction calls to engage learners in the use of authentic science and engineering practices (SEPs) and crosscutting concepts (CCCs) to develop understanding of disciplinary core ideas (DCIs) within the context of a scientific phenomenon (Bybee, 2014; NRC, 2015). To ensure beginning teachers are prepared for this shift, university programs are changing teacher preparation to meet this new vision. This happens primarily in science methods courses where specific supports must be in place to prepare preservice teachers and facilitate course reforms (Bybee, 2014; Krajcik, McNeill, & Reiser, 2008). This paper describes the Next Generation Alliance for Science Educators Toolkit (Next Gen ASET) that was designed to support shifting instructional needs within science methods courses to align with the vision of the NGSS. While not meant to replace existing methods course curriculum, this toolkit promotes dialogue explicit to the vision of the NGSS. Two teaching scenarios demonstrate how the Next Gen ASET Toolkit has been implemented in science methods courses, illustrating its flexibility of and how they accommodate the inclusion of various lesson planning and instructional styles. 
    more » « less
  2. ; ; ; ; (, Journal of Science Teacher Education)
    The adoption and implementation of the Next Generation Science Standards (NGSS) require significant shifts in how K-12 science teachers implement instruction and in the ways that science teacher educators prepare future science teachers. The use of anchoring phenomena to drive instruction is one of these significant shifts. However, identifying phenomena that anchor K-12 student learning and support students in developing conceptual understanding while aligning with the NGSS Performance Expectations can be challenging for teachers, especially for preservice teachers (PSTs). This paper outlines the development and implementation of the ASET Phenomenon Tool (Phenomenon Tool) by a group of science education faculty in a networked improvement community (NIC). The Phenomenon Tool aims to help PSTs identify and evaluate student-centered NGSS phenomena. Based on data collected over five academic years, we have found that more PSTs were able to identify a phenomenon after the NIC faculty implemented the Phenomenon Tool in their science methods courses. In this paper, we also present the PSTs’ alternative concepts about phenomena and their weaknesses in describing phenomena. The strategies and possible activities for the use of the phenomenon tool with teachers are discussed at the end. 
    more » « less
  3. (, Annual meeting program American Educational Research Association)
    Preservice science courses typically demonstrate valuable semester impacts on preservice teachers, but less is known about how such courses impact future teacher practice. Using the theory of planned behavior, this study investigates how an undergraduate Physical Science course, focused on the Next Generation Science Standards (NGSS), influences elementary teachers’ longer-term intentions to teach Physical Science. Data sources include a questionnaire with credential-candidate teachers (n=31), who completed a Physical Science course as undergraduates, and interviews with teacher educators, professional development providers, and practicing elementary teachers (n=9). Findings illustrate that credential-candidate teachers did not teach Physical Science during their teaching placements. Such findings were further supported by stakeholders. We detail strategies that could support elementary teachers’ teaching of Physical Science. 
    more » « less
  4. ; ; ; (, National Association for Research in Science Teaching (NARST))
    Though it has been nearly ten years since the Framework (NRC, 2013) and NGSS have been released, there remains a persistent need for effective professional learning (PL) that supports teachers’ knowledge of the NGSS and their science and engineering content knowledge. Grades 3-5 rural teachers across four states participated in a week-long PL with ongoing supports. We asked to what extent the intervention enhanced teachers’ knowledge of NGSS-aligned teaching strategies and science and engineering content knowledge. We developed a vignette that embedded practical planning and teaching experiences that align with the NGSS vision. More specifically, the vignette focused on planning and classroom instruction with both hypothetical and realistic situations that were brief and incomplete and had open questions that targeted their own perspective. A purposefully selected subgroup of teachers (n=33) representing a range of grades and the four states were asked to complete the vignette in Spring 2024. We are following the six-step thematic analysis process (Braun & Clark, 2012). Findings indicate teachers needed more support with the following themes: what the three dimensions are, how the three dimensions should be integrated, how phenomena should be implemented, and how to align the lesson with the standard. 
    more » « less
  5. ; ; (, Annual meeting program American Educational Research Association)
    null (Ed.)
    Fundamental to the recent reform vision for science education (NRC, 2012) are ambitious forms of teaching, such as facilitating productive discussions, that capitalize on students’ ideas and experiences to support students’ sensemaking (Kloser, 2014; Windschitl & Calabrese- Barton, 2012). This type of teaching, however, is not a natural act for many teachers; they need support to appropriate a vision of such teaching. This study seeks to understand teachers’ vision in practice (i.e., professional vision) and its relation to their vision of ambitious teaching after their involvement in a two-year professional learning program centered on facilitating productive science discussions aligned to reform vision. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email