Standards

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.

Scaffolding Scientific Thinking: Students’ Evaluations and Judgments during Earth Science Knowledge Construction

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena (climate change, fracking and earthquakes, wetlands and land use, and formation of Earth’s Moon).

Author/Presenter: 
Doug Lombardi
Janelle Bailey
Elliot Bickel
Shondricka Burrell
Year: 
2018
Short Description: 

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena. This paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels, along with measures of plausibility reappraisal and knowledge.

Writing a Scientific Explanation

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

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-prac...

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.

High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science

Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model–evidence link activities, that facilitated evaluation of scientific and alternative models in four different Earth science topics (climate change, fracking and earthquakes, wetlands and land use, and the formation of Earth’s Moon) and (2) relations between evaluation, plausibility reappraisal, and knowledge.

Author/Presenter: 
Doug Lombardi
Elliot S. Bickel
Janelle M. Bailey
Shondricka Burrell
Lead Organization(s): 
Year: 
2017
Short Description: 

Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model–evidence link activities, that facilitated evaluation of scientific and alternative models in four different Earth science topics (climate change, fracking and earthquakes, wetlands and land use, and the formation of Earth’s Moon) and (2) relations between evaluation, plausibility reappraisal, and knowledge.

What is “repeated reasoning" in MP8?

To make sense of the Common Core State Standards mathematical practice (MP) 8, this article illustrates what “repeated reasoning” means, why looking for and expressing regularity in it is such a valuable mathematical habit of mind, and how that differs from analyzing structure (MP 7) and from finding patterns in numerical results. 

Author/Presenter: 
E. Paul Goldenberg
Cynthia J. Carter
June Mark
Johannah Nikula
Deborah B. Spencer
Year: 
2017
Short Description: 

To make sense of the Common Core State Standards mathematical practice (MP) 8, this article illustrates what “repeated reasoning” means, why looking for and expressing regularity in it is such a valuable mathematical habit of mind, and how that differs from analyzing structure (MP 7) and from finding patterns in numerical results.

Mathematical Argumentation in Middle School—The What, Why, and How

Get them talking: Your formula for bringing math concepts to life!

Author/Presenter: 
Jennifer Knudsen
Harriette Stevens
Teresa Lara-Meloy
Hee-Joon Kim
Nicole Shechtman
Lead Organization(s): 
Year: 
2017
Short Description: 

This guide delivers all the tools you need to get serious about mathematical argumentation and bring well-planned, well-constructed mathematical discourse to life in your classroom.

The Leaders Handbook for the Practicum Academy to Improve Science Education (PRACTISE)

This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students. Each session is 2-3 hours long and focuses on topics such as:

Author/Presenter: 
Emily Weiss
Craig Strang
Year: 
2017
Short Description: 

The Practicum Academy to Improve Science Education (PRACTISE) is a professional learning program to support scientific argumentation in grades 3-5. This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students.

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