Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms

Merritt, Eileen G.; Chiu, Jennie; Peters‐Burton, Erin E.; Bell, Randy L.

doi:10.1007/s11165-016-9604-0

Cited by 14 publications

(13 citation statements)

References 25 publications

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“…The Next Generation Science Standards (NGSS) integrated engineering into science education and call for increasing engineering design as the same level of scientific inquiry in science classrooms (Prihati, Sukarmin & Suryana, 2019). Students are challenged in the scientific works and thought like scientists and engineering to solve authentic problems (Merritt, Chiu, Peters-Burton & Bell, 2018). NGSS presents a shift from inquiry-based teaching to incorporating authentic scientific practices that reflect the work of scientists (French & Burrows, 2018).…”

Section: Introductionmentioning

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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Section: Introductionmentioning

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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“…To be clear, we are not claiming that NGSS is primarily responsible for the emphasis on pattern‐seeking in U.S. classrooms; numerous other factors likely play a role, including institutional and cultural influences and constraints leading to what Miller, Manz, Russ, Stroupe, and Berland (2018, p. 4) call “complacent enactment” of NGSS. For instance, American elementary school teacher education programs produce many teachers who feel unprepared to support students in constructing explanations as NGSS encourages (Kang, Donovan, & McCarthy, 2018; Merritt, Chiu, Peters‐Burton, & Bell, 2018). What we want to add, however, is that even if elementary teachers did fully understand and implement the NGSS K‐2 and 3–5 grade‐band expectations for constructing explanations, pattern‐seeking would still be emphasized over mechanistic reasoning.…”

Section: Discussionmentioning

confidence: 99%

The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom

2020

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Through analysis of a classroom lesson led by a decorated teacher, we illustrate how instructional practices favor students seeking empirical patterns at the expense of using mechanistic reasoning. In the lesson, when students spontaneously come up with hypothetical mechanisms to explain why a light bulb in an electric circuit does or does not light, the teacher, following the guidance of standardized curricula, redirects them toward pattern-seeking. We argue that this bias toward patternseeking in Chinese national standards and curricula, along with ambiguity in those documents on what an "explanation" is, sits in tension with students' productive abilities and propensities for engaging in mechanistic explanation. In discussion, we extend the argument to show a less severe but similar bias toward patternseeking in the United States' Next Generation Science Standards.

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“…Coupled with a rigorous curriculum, engaging students in science practices leads to improved student outcomes (Merritt et al, 2018). Yet despite reforms on how students should be engaging in and doing science, this is not consistently being implemented in school classrooms (Kang et al, 2018;Merritt et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

What Scientists Do: Engaging in Science Practices through a Wonder-Framed Nature Study

Dean

Gilbert

2021

INTERDISCIPLINARY J ENV SCI ED

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Despite recent reforms concerning how students engage in science, there have been significant challenges for educators seeking to consistently implement science practices within the classroom. This study considered science practices within a wonder-framed nature study as one possible way for educators to support students as they take on the role of scientists. We interviewed twenty students in Grades 3 through 5 who had participated in wonder journaling sessions outdoors that led to an investigative project and presentation. The evidence suggests that students strongly engaged in investigative science practices, and that they also experienced opportunities for sensemaking and critiquing practices. Through a qualitative data analysis, four main themes emerged that provide insight into the experiences of the students within the study: joy, community, autonomy, and challenges. The data indicate that wonder is an authentic and viable route towards the implementation of the science practices within an elementary school setting. The implications of this study are considerable and offer strategies for educators seeking to incorporate science practices in an authentic way that integrates both wonder and outdoor learning.

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Teachers’ Integration of Scientific and Engineering Practices in Primary Classrooms

Cited by 14 publications

References 25 publications

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

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

The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom

What Scientists Do: Engaging in Science Practices through a Wonder-Framed Nature Study

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