Standards

The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching

We report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development (PD) project around the NGSS. Designing coherent storylines demands that teachers create opportunities for students to meaningfully engage in science practices in order to develop their knowledge over time.

Author/Presenter

Jarod Kawasaki

William Sandoval

Year
2019
Short Description

In this Journal of Science Teacher Education article, Jarod Kawasaki and William Sandoval report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development project around the NGSS.

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Author/Presenter

Susan A. Yoon

Chad Evans

Katherine Miller

Emma Anderson

Jessica Koehler

Lead Organization(s)
Year
2019
Short Description

In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. Inservice and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform.

Author/Presenter

Kathryn N. Hayes

Christine S. Lee

Rachelle DiStefano

Dawn O’Connor

Jeffery C. Seitz

Year
2016
Short Description

This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.

Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere

Developing scientific literacy about water systems is critical for K‐12 students.

Author/Presenter

Ben Baumfalk

Devarati Bhattacharya

Tina Vo

Cory Forbes

Laura Zangori

Christina Schwarz

Year
2018
Short Description

Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms.

Climate Literacy: Insights from Research on K-16 Climate Education

Bhattacharya, D., Carroll-Steward, K., Sutter, A., Chandler, M., & Forbes, C.T. (2018). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly, V(4), 26-35.

Author/Presenter

Devarati Bhattacharya

Cory Forbes

Mark Chandler

Kimberly Carroll Steward

A. McKinzie Sutter

Lead Organization(s)
Year
2018
Short Description

Authors discuss insights from research on K-16 climate education.

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.

Author/Presenter

Michelle L. Sinapuelas

Corinne Lardy

Michele A. Korb

Christine Lee Bae

Rachelle DiStefano

Year
2019
Short Description

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.

Middle school teachers’ differing perceptions and use of curriculum materials and the common core

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined.
Author/Presenter

Amy Roth McDuffie

Jeffrey Choppin

Corey Drake

Jon D. Davis

Jennifer Brown

Year
2018
Short Description

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.

Writing a Scientific Explanation

American Museum of Natural History. (2018). Writing a Scientific Explanation. Retrieved from https://www.amnh.org/explore/curriculum-collections/integrating-literac….

Author/Presenter

American Museum of Natural History

Year
2018
Short Description

This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.

Disruptions in Ecosystems

Disruptions in Ecosystems is a middle school curriculum unit with supporting teacher materials. The unit includes five chapters, each focused on a specific phenomenon related to ecosystem disruption, including questions around the reintroduction of wolves into Yellowstone and the invasion of zebra mussels in the Great Lakes and Hudson River.

Author/Presenter

American Museum of Natural History

Year
2018
Short Description

Disruptions in Ecosystems is a middle school curriculum unit with supporting teacher materials. The unit includes five chapters, each focused on a specific phenomenon related to ecosystem disruption, including questions around the reintroduction of wolves into Yellowstone and the invasion of zebra mussels in the Great Lakes and Hudson River.

Classroom Videos from Disruptions in Ecosystems Unit

Kastel, D. (2017, August 25). Classroom videos from disruptions in ecosystems unit [Blog post]. Retrieved from https://www.teachingchannel.org/blog/2017/08/25/ngss-from-theory-to-pra…

Author/Presenter

Dora Kastel

Year
2017
Short Description

This blog post includes the link to 4 videos of teachers using the project's middle school ecosystems unit.