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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. 

In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices.