Standards

Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.

Author/Presenter: 
Charlene M. Czerniak
Joan N. Kaderavek
Peter Paprzycki
Susanna Hapgood
Gale Mentzer
Scott Molitor
Robert Mendenhall
Lead Organization(s): 
Year: 
2019
Short Description: 

Paper presented at the European Science Education Research Association.

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter: 
Susanna Hapgood
Jeanna Heuring
Grant Wilson
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A poster to be presented at the Association of Science Teacher Educators International Conference.

3DLA: Three Dimensional Learning Architecture Instructional Planning Tool

Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three dimensional Learning Architecture instructional planning tool. A workshop to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.
Author/Presenter: 
Susanna Hapgood
Grant Wilson
Jeanna Heuring
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A workshop to be presented at the Association of Science Teacher Educators International Conference.

Resource(s): 

Critical Science Agency and Power Hierarchies: Restructuring Power within Groups to Address Injustice Beyond Them

Promoting critical science agency (CSA) may be one way to promote educational justice. CSA is using science with other powerful forms of knowledge to address issues of injustice. However, the process of enacting CSA is always embedded within a sociopolitical context, which positions some students with more power than others.

Author/Presenter: 
Kathleen Schenkel
Angela Calabrese Barton
Lead Organization(s): 
Year: 
2020
Short Description: 

Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the design challenge of making their classroom community more sustainable, and how power hierarchy restructuring impacted students' opportunities to enact critical science agency (CSA).

Longitudinal Investigation of Primary Inservice Teachers’ Modelling the Hydrological Phenomena

To develop students’ capacity for science and to engage them productively in science and engineering practices, science education reform efforts have focused on supporting teachers’ development of conceptual understandings through engagement with both disciplinary content and practices, including science teaching at the primary level. One topic of importance for primary science instruction focuses on Earth systems and, in particular, hydrological phenomena. Scientific modelling provides an effective, practice-based strategy for students’ conceptual development of water.

Author/Presenter: 
Tina Vo
Cory Forbes
Laura Zangori
Christina Schwarz
Year: 
2019
Short Description: 

This manuscript focuses on longitudinal research with four primary inservice teachers’ learning and engagement in model-based teaching about water over three years, investigating teachers conceptualizations and practice modelling water related phenomena over time. Findings from the study indicate while each teacher had individual trajectories in conceptualising and enacting scientific modelling in the classroom, we observed unique approaches within teachers.

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.

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