Elementary Teachers’ Enactment of the NGSS Science and Engineering Practices

Kang, Emily J. S.; McCarthy, Mary Jean; Donovan, Corinne

doi:10.1080/1046560x.2019.1630794

Cited by 19 publications

(12 citation statements)

References 28 publications

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“…For example, integrated science and engineering design frameworks articulate how science practices (such as designing investigations, analyzing data, and developing and using models) are also engineering practices because they contribute to engineering design solutions (Burghardt, 2013; Cunningham et al, 2020; Fortus et al, 2004). Our findings also illustrate how teachers recognized students' needs in the moment and provided targeted support for these additional practices, consistent with other studies documenting the range of knowledge and skills that teachers tap to enact SEPs in NGSS‐based classrooms (e.g., Kang et al, 2019). As such, our study extends previous findings from purely science contexts to instruction that integrates science, engineering, and computer science disciplines.…”

Section: Discussionsupporting

confidence: 89%

Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit

et al. 2022

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Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense-making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integrated science, engineering, and computational thinking curricula. This study explores how teachers provide verbal support of SEPs to upper elementary students during a 4-week NGSS-aligned curricular unit that challenged students to redesign their school to reduce water runoff. Students conducted hands-on investigations of water runoff and created computational models to test their designs. Teacher audio data during the classroom implementation was collected and qualitatively coded for different purposes of verbal support, such as to understand how (pragmatic), when, and why (epistemic) to use SEPs, in three focal lessons. Results show that teachers provided a range of pragmatic and

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Section: Discussionsupporting

confidence: 89%

Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit

et al. 2022

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“…There was a significant correlation between the preparation experiences of US technology and engineering teachers and their teaching science content and practices (Love & Wells, 2018). Second-grade teachers in the US showed significant change by incorporating more practices in their lessons at the end of professional development, however, students got difficulties in practices of argumentation and explanation (Kang, McCarthy & Donovan, 2019). Luna, Selmer and Rye (2018) suggested that designing teacher learning experiences including a focus on artifacts and what students are doing can enhance ways teachers notice students' thinking in alignment with NGSS SEPs (Luna et al, 2018).…”

Section: Previous Studies Related To Science and Engineering Practicesmentioning

confidence: 99%

Perception of the Next Generation Science Standard instructional practices among Vietnamese pre-service and in-service teachers

Hằng

Srisawasdi

2021

J. Technol. Sci. Educ.

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STEM education has been emphasized in many countries around the world because of its benefits for students in the new century. In response to STEM education, Next Generation Science Standard (NGSS) has released for a new vision of science education in which learning disciplinary content and crosscutting concepts is through engaging science and engineering practices. Educational reforms lead to a need for science teacher education programs and professional development. To prepare better for pre-service teachers, it is necessary to know their perception about these science and engineering practices. Therefore, this study aims to investigate the perception of pre-service teachers and in-service teachers’ implementation of instructional practices that align with NGSS as well as school principals’ views of science teaching. To get the goal, a convergent parallel mixed-method research design was employed in which quantitative data is a survey of science instructional practices from 187 pre-service teachers and 100 in-service teachers and qualitative data is interviews of 10 school principals in Can Tho city, Vietnam. The finding indicated that pre-service teachers highly evaluated science and engineering practices in teaching science while in-service teachers’ implementation of these practices was lower. In-service teachers tend to use more traditional instruction and incorporate students’ prior knowledge in their teaching. Although school principals revealed their appreciation toward teaching science through practices, they admitted that currently, implementation of these practices has been still limited.

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“…Perkins Coppola (2019) utilized engineering mini‐units in a science methods course and revealed the experience had a significant positive image on elementary PST’ teaching engineering efficacy. Kang and colleagues (2019) conducted a 2‐year professional development (PD) program focused on elementary teachers’ science teaching practices, particularly related to engineering practices. Study results provided evidence that teachers experienced significant growth in their self‐efficacy and confidence in teaching the NGSS Science and Engineering Practices.…”

Section: Related Literaturementioning

confidence: 99%

Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers' engineering efficacy and perspectives toward teaching engineering

Nesmith

Cooper

2021

School Sci & Mathematics

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Engineering has become increasingly prominent in science education, with documents such as Next Generation Science Standards detailing the importance of introducing students at all grade levels to science and engineering practices. Yet, many elementary teachers may lack sufficient engineering content and pedagogical knowledge and report feeling unprepared to teach engineering content and processes. To prepare future elementary teachers to teach engineering, two university faculty members in science and mathematics education designed an engineering unit that was incorporated within an elementary science methods course and supported through an elementary mathematics methods course. This unit focused on the engineering design process as well as connections between the work of scientists and engineers; the processes of science, engineering, and mathematics; and the cycles of engineering design and inquiry. The results of the study provide evidence that the unit had a positive influence on the 27 preservice teacher participants’ engineering teaching efficacy, understanding of engineering, and comprehension of the implementation of engineering in the elementary classroom.

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Elementary Teachers’ Enactment of the NGSS Science and Engineering Practices

Cited by 19 publications

References 28 publications

Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit

Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit

Perception of the Next Generation Science Standard instructional practices among Vietnamese pre-service and in-service teachers

Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers' engineering efficacy and perspectives toward teaching engineering

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