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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. 

We know that teachers want their students to have plentiful opportunities for scientific sensemaking. Based on our experience, we believe that other teachers will find the SEP Tools very useful for helping them work toward that goal. The SEP Tools are useful whether working solo or in collaboration with other teachers, but we do encourage you to engage in this work with other teachers whenever possible. We found that using the language from the tool in our collaborative conversations really helped us to clarify and align our thinking about what it looks like for middle school students to be fully engaging in the practices, as defined by the NGSS. If you are the sole science teacher in your school or district who wants to use the SEP Tools with a thinking partner, you might consider reaching out to other teachers via your local or state science teacher association, your county office of education, or a professor of science education at a nearby university. 

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.