Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

Hoeg, Darren; Bencze, Larry

doi:10.1002/sce.21260

Cited by 96 publications

(66 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several researches have been employed in the study of NGSS (Boesdorfer, & Staude, 2016;Hoeg & Bencze, 2017;Huff, 2016;Isabelle, 2017;Penuel, Harris, & DeBarger, 2015). A study on elementary school teachers highlighted the need for teachers to engage students in making observations, explanations, predictions, compare when sorting object and engage in experiments which require using spatial thinking skills (Isabelle, 2017).…”

Section: Statement Of the Problemmentioning

confidence: 99%

A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

Harris¹,

Sithole²,

Kibirige³

2017

JETS

View full text Add to dashboard Cite

Since its inception, the Next Generation Science Standards (NGSS) blue print has attracted interest from more than 40 states in the United States. The overall objective of these proposed changes is to align K-12 science education with current trends in technology and career needs. However, the assessment of teacher preparedness and classroom technology needs is still a critical factor in the implementation of these changes. Our study conducted a needs and preparedness assessment using online surveys on public K-12 teachers before the implementation phase. The data collected for this study comprised 214 responses from schools in 16 states across the US. The study indicates that most of the teachers were not knowledgably equipped to fuse the proposed changes in standards with the current curricula and their teaching plans. The teachers made several suggestions, based on their views regarding the level of preparedness of their students. The implications of these findings and suggestions for further adjustments are presented and discussed.

show abstract

Section: Statement Of the Problemmentioning

confidence: 99%

A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

Harris¹,

Sithole²,

Kibirige³

2017

JETS

View full text Add to dashboard Cite

show abstract

“…Hoeg and Bencze () critique the nonparticipatory language of the NGSS PEs as aligning with neoliberal performativity. They argue that this feature of the standards restricts teacher and student agency in ways that may inhibit “opportunities to ground learning in personal and community contexts” (p. 293).…”

Section: The Dilemmas Of Equity and Justice For Science Educatorsmentioning

confidence: 99%

“…We were still frustrated. Part of our frustration could be attributed to the standards’ authoritarian, performative, and nonparticipatory language (Hoeg & Bencze, ; Wallace, ). But we also hypothesized that the misalignment between the topic of heavy metal contamination and the NGSS existed in the DCI rather than only in the performativity of the PE and the science and engineering practices.…”

Section: The Praxis Of Teacher Researchmentioning

confidence: 99%

Chemicals are contaminants too: Teaching appreciation and critique of science in the era of Next Generation Science Standards (NGSS)

2019

View full text Add to dashboard Cite

This article examines the tensions that arose as teachers, scientists, youth, and community organizers worked to develop a curriculum that was responsive to community concerns and the Next Generation Science Standards (NGSS). Within the context of urban heavy metal contamination and building on previous critiques of the standards, we identified how the ideological commitments of the NGSS hinder their applicability to community issues. We examine latent ideological commitments in the performance expectations (PEs) and disciplinary core ideas as they relate to historical and present causes and consequences of urban heavy metal contamination. Whereas the scientific enterprise and chemical industry produce harms and benefits, the NGSS focus on benefits and ignore that both harms and benefits of science are unevenly distributed. Given the pressure on teachers to implement the NGSS, this paper presents examples from collaborative curriculum development efforts that meet PEs while pushing students to ask critical questions and engage with their communities to challenge the standards’ alignment with the chemical industry. Ultimately, we argue that the NGSS position teachers as promoters of the status quo of the scientific enterprise and we document possibilities for the role of science teachers in US schools that are more transformative.

show abstract

“…Many science, technology, engineering and mathematics (STEM) concepts, especially those learned in the critical formative years of pre-collegiate education are abstract in nature, often taught in vertically articulated course offerings that are frequently unconnected horizontally with other STEM course content (Hoeg & Bencze, 2017). The lack of concept and content connections to authentic applications makes learning difficult for young learners.…”

Section: Literature Reviewmentioning

confidence: 99%

K12 Teacher Credentialing Containing Engineering Content in the USA

Özfidan

Miranda

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

To gain a better understanding of the landscape of State credentialing options related to the teaching of engineering at the K12 level, NAE/BOSE commissioned this paper and study that describes this landscape and provide relevant details for as many States as it is possible to do so. This project includes the taxonomy of the various types of credentialing offered by each State, and it defines these different types of credentials. A two-phase research method was used in order to investigate each State credentialing/certification program. The first phase of the method examined each State credentialing/certification program through the individual State Department of Education. The second phase focused on Career and Technical Education (CTE) credentialing/certification programs that contain engineering and/or engineering design content. A member check technique was used to help improve the accuracy, credibility, validity, and transferability of the study. Each State credentialing/certification program was thoroughly examined through State Department of Education and CTE teacher credentialing pathways. The results indicate that 94.2% of State teacher credentialing/certification programs contain engineering or engineering design content; however, 5.8% of State teacher credentialing programs do not include any engineering content. Each of these credentialing/certification areas also requires a test that contains engineering content.

show abstract

Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards

Cited by 96 publications

References 60 publications

A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

Chemicals are contaminants too: Teaching appreciation and critique of science in the era of Next Generation Science Standards (NGSS)

K12 Teacher Credentialing Containing Engineering Content in the USA

Contact Info

Product

Resources

About