Exploring biological classification: The unique organism project

Haines, Sarah; Richman, Laila; Hartley, R.; Schmid, Rachel

doi:10.1080/00368121.2017.1391742

Cited by 2 publications

(8 citation statements)

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“…We focused our analysis on only those instances of CCC enactment that were explicit, and furthermore, we used a specific conceptual framework (Rivet et al, 2016) to categorize CCC enactment according to the roles the CCCs were playing at the time. Observing teachers' instruction in real time and interviewing teachers about their sensemaking of CCC enactment allowed us to better understand how this specific dimension of the NGSS was being utilized in practice, in a realistic setting—an NGSS‐aligned classroom (as opposed to in the context of a CCC‐specific project, as many other studies have done [Fick, 2018; Haines et al, 2017; Lowell et al, 2021; Lubkowitz et al, 2017]). Through our analysis presented in the findings, we were able to comment on the explicit nature of CCC enactment and the roles of CCCs in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Rivet et al (2016) derived this framework from examining all language in the NGSS documents that discuss CCCs. Researchers who have conducted empirical studies of CCCs in classrooms have largely focused their studies on student learning (e.g., Anderson et al, 2018; Fick, 2018; Haines et al, 2017). In contrast, we used Rivet et al's framework to empirically examine science instruction.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…While some studies have explored the implementation of CCCs in the classroom, they have largely centered on a CCC‐specific curriculum or intervention (e.g., Fick, 2018; Haines et al, 2017; Lowell et al, 2021; Lubkowitz et al, 2017). In contrast, this paper is teacher‐centered.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers conducted most of the studies we found involving CCCs and published those studies in practitioner journals like NSTA's Science Scope (e.g., Fick et al, 2021). A commonality among previous studies is a focus on the implementation of a single project or unit that incorporated CCCs alongside one or two of the other NGSS dimensions as part of a pre‐established curriculum or unit that was given to participant teachers to implement (Anderson et al, 2018; Fick, 2018; Haines et al, 2017; Lubkowitz et al, 2017). These studies offered important information about how CCCs could be incorporated within the framing of a specific and controlled context.…”

Section: Introductionmentioning

confidence: 99%

“…Looking at what has already been done on teachers' enactment of the CCCs, we observe, often, CCCs were studied alongside other elements of the NGSS. For example, Haines et al (2017) studied a project‐based approach to incorporating SEPs and CCCs into instruction in four seventh grade classrooms. The researchers found students who engaged with science projects demonstrated higher assessment scores for the unit overall than the students who did not, and the classes that completed the projects showed increased scores in six of the nine curriculum objectives over the classes that did not complete the project.…”

Section: Introductionmentioning

confidence: 99%

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Teacher enactment of the crosscutting concepts in next generation science classrooms

et al. 2021

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This exploratory qualitative study examined science teacher enactment of crosscutting concepts (CCCs), a core aspect of Next Generation Science Standards (NGSS) three‐dimensional learning, which also includes disciplinary core ideas and science and engineering practices (SEPs). We collected naturalistic observational and interview data from 13 California teachers involved in a major NGSS implementation initiative and analyzed this data by applying four roles of the CCCs in instruction as described by Rivet et al. (2016). The roles these conceptual resources play are: lens, bridge, tool, and rules of the game. Using this schema, we provide thick description of teachers' different purposes for, modes of, and challenges in using CCCs in their instruction. Naturalistic observations provided information about how teachers were using CCCs in their classrooms while interview data revealed the opportunities and challenges teachers perceived in CCC enactment, both of which are little addressed within the emerging body of CCC research. Teachers received extensive professional development (PD) on the NGSS but nevertheless identified CCC enactment as particularly challenging. For this reason, we suggest the four roles of the CCCs, which were indeed reflected in our data set, could be a helpful framework for making the CCCs more accessible and understandable to teachers, and thus more likely to be incorporated into everyday science instruction to enhance student learning. We envision future use of this framework as an epistemic heuristic having the potential to bring more clarity to CCC enactment for researchers, teachers, curriculum developers, and PD providers.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher enactment of the crosscutting concepts in next generation science classrooms

et al. 2021

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A content analysis of alignment messages to the Next Generation Science Standards

Tanas

Fulmer

2023

Discip Interdscip Sci Educ Res

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Teachers are a critical component to standards-based reform systems, which require that reforms conceived at the national level pass through several layers of the educational system before impacting learning in the classroom. The Next Generation Science Standards (NGSS) are an example of this type of reform and pose significant challenges for alignment between levels given their three-dimensional nature alongside inclusion of ambitious and novel reform ideas. To examine translation of NGSS reforms across levels, we provide a content analysis of alignment messages conveyed to teachers through practitioner literature. Analysis indicates some coherence with national messaging around alignment to performance expectations and science and engineering practices. Additionally, alignment to broader reform ideas like engaging in science practices, integration, engineering, and focus on phenomena were represented to teachers. However, qualitative analysis of these representations indicate that reforms are often superficially portrayed, variably defined, or missing altogether. Findings indicate that teachers receive numerous messages regarding what it means to align to the NGSS and few elaborations on how to operationalize reforms. Our work suggests a need for intentional consideration of how to design representations for practitioners that consider teacher sensemaking around novel reforms. Additionally, we see a need for further development of coherence among the research community regarding alignment to the NGSS and agreement on definition of key reform ideas. Future work should consider how teachers use and understand these representations as they enact the NGSS in their local contexts.

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Exploring biological classification: The unique organism project

Cited by 2 publications

References 0 publications

Teacher enactment of the crosscutting concepts in next generation science classrooms

Teacher enactment of the crosscutting concepts in next generation science classrooms

A content analysis of alignment messages to the Next Generation Science Standards

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