NGSS in Action

Remaking Science Teaching: Border Crossing Between Home and School

“…California's segregated schools have limited science curriculum, resources, and professional development for their teachers, directly affecting students (Education Trust-West, 2015). The National Science Teaching Association suggests curriculum affects students' achievement, confidence, and perceptions of science (Miller et al, 2015). This lack of access, resources, and professional development can have grave consequences for students.…”

“…California's segregated schools have limited science curriculum, resources, and professional development for their teachers, directly affecting students (Education Trust-West, 2015). The National Science Teaching Association suggests curriculum affects students' achievement, confidence, and perceptions of science (Miller et al, 2015). This lack of access, resources, and professional development can have grave consequences for students.Science curriculum is often abstract and requires students to learn scientific terms and memorize principles that have had little relevance in their lives (Oakes et al, 2013), and students often struggle to connect home and school, since these worlds linguistically, epistemologically, and ontologically do not align (Clegg & Kolodner, 2014;Tsurusaki et al, 2013).…”