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Abstract This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the science instruction they viewed in short videos. The videos highlighted three SEPs: developing and using models, analyzing and interpreting data, and engaging in argument from evidence (see NGSS Lead States, 2013). A mixed-method analysis was used to examine the responses of teachers. From this analysis, there were four important conclusions. First, most science teachers struggled to provide full descriptions of the SEPs in the videos. Second, being able to describe an SEP, at least partially, often coincided with a higher level of interpretation of the SEP. Third, the disciplinary area of the teachers did not pose a barrier in their ability to point out and talk about an SEP. Fourth, preliminary evidence suggested that new science teachers had more sophisticated discussions about the SEPs than their experienced science teacher counterparts. This study found evidence that science teachers are still building their knowledge of the SEPs, attending and interpretation are connected, and that attending and noticing of the SEPs may not be content specific. These findings have implications for the ongoing learning of teachers.
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The Effects of a Modeling and Computational Thinking Professional Development Program on STEM Educators’ Perceptions toward Teaching Science and Engineering Practices
Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evaluated the Nebraska STEM Education Conference, a PD program for middle school, high school, and first- and second-year post-secondary STEM teachers. This SEP-oriented PD program focused predominantly on the SEPs ‘developing and using models’ and ‘using mathematics and computational thinking.’ An electronic survey was used to measure participants’ (n = 45) prior integration of SEPs, influential factors and barriers to using SEPs, and changes to interest and confidence in using SEPs as a result of attending the PD program. Our results showed that teachers had limited prior use of SEPs in their teaching. Student interest and learning outcomes were the factors found to be most influential to teachers’ use of SEPs, while limited knowledge, confidence, and resources were the most commonly identified barriers. As a result of attending the PD program, participants significantly improved their confidence and interest to incorporate SEPs. We recommend continued SEP-oriented PD to foster successful NGSS integration and to advance reforms in science education.
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- Award ID(s):
- 1915131
- PAR ID:
- 10362419
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 12
- Issue:
- 8
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 570
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/educsci12080570
