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Exploring the Attending and Interpretation of Three science and engineering practices Among Secondary science Teachers

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INTERNATIONAL JOURNAL OF science AND MATHEMATICS EDUCATION 2025年 1-26页

作者： Huang, Yuxi Luft, Julie A. Tran, Hong H. Deluca, Joseph J. Pavez, Jose M. Whitworth, Brooke A. Univ Calif Irvine Sch Educ Irvine CA 92717 USA Univ Georgia Mary Frances Early Coll Educ Dept Math Sci & Social Studies Educ Athens GA USA Purdue Univ Sch Engn Educ W Lafayette IN 47907 USA Western Illinois Univ Sch Educ Macomb IL 61455 USA Clemson Univ Coll Educ Clemson SC USA

This study explored secondary science teachers' attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the science instruction they viewed in short videos. The videos highlighted three SEPs: developing and using models, analyzing and interpreting data, and engaging in argument from evidence (see NGSS Lead States, 2013). A mixed-method analysis was used to examine the responses of teachers. From this analysis, there were four important conclusions. First, most science teachers struggled to provide full descriptions of the SEPs in the videos. Second, being able to describe an SEP, at least partially, often coincided with a higher level of interpretation of the SEP. Third, the disciplinary area of the teachers did not pose a barrier in their ability to point out and talk about an SEP. Fourth, preliminary evidence suggested that new science teachers had more sophisticated discussions about the SEPs than their experienced science teacher counterparts. This study found evidence that science teachers are still building their knowledge of the SEPs, attending and interpretation are connected, and that attending and noticing of the SEPs may not be content specific. These findings have implications for the ongoing learning of teachers.

关键词： science and engineering practices Teacher noticing Secondary science teachers science teacher education

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Generating Opportunities: Strategies to Elevate science and engineering practices Using ChatGPT

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The science Teacher 2024年第2期91卷 43-47页

作者： Andrew Kipp Nathan Hawk Gustavo Perez

ChatGPT, a generative AI platform, provides additional options for students to participate in science and engineering practices during engineering design challenges. We present practical strategies for utilizing ChatGPT as a tool to actively involve students in achieving three science and engineering practices outcomes. They are: asking questions and defining problems, planning and carrying out investigations, and analyzing and interpreting data. Students can use closed- and open-ended questions in ChatGPT to engage in the “asking questions and defining problems” outcome. For example, the on-demand dialogue can explain the problem and its phenomena, offering improved accessibility of content. We provide sample sentence starters to guide students in formulating questions by outcome. ChatGPT also supports the “planning and carrying out investigations” outcome. It extends opportunities to brainstorm possible experiments and to showcase potential outcomes from these hypothetical experiments. Finally, ChatGPT reveals new possibilities in the “analyzing and interpreting data” outcome. It can analyze data quantitatively and qualitatively and offer suggestions following data analysis. You can elevate your students to new “bytes” by generating new opportunities during engineering design challenges through ChatGPT!

关键词： science and engineering practices engineering design AI in the classroom student choice differentiation inquiry

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An examination of the features of science fairs that support students' understandings of science and engineering practices

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JOURNAL OF RESEARCH IN science TEACHING 2021年第4期58卷 491-519页

作者： DeLisi, Jacqueline Kook, Janna F. Levy, Abigail Jurist Fields, Erica Winfield, Lukas Educ Dev Ctr Waltham MA 02453 USA

science fairs have a long history in the United States and internationally. Their implementation varies greatly (Kook et al, 2020), yet few empirical studies have examined the outcomes of these experiences for student learning. Research indicates that authentic scientific inquiry that focus on students' agency in investigations can contribute to students learning (e.g., Houseal, Abd-El-Khalick, and Destefano, 2014). However, teachers have been challenged with implementing inquiry-based investigations (e.g., Anderson, 2007;Harris & Rooks, 2010). As new science standards increase the demand for science investigations in classrooms that afford students opportunities to engage with science and engineering practices (SEPs;NGSS Lead States, 2013), research is needed to understand the role of teachers and how these experiences can contribute to student learning. In this article, we describe the results of a national study that included data from 21 middle school science fairs. Data included observations of 20 science fairs, pre and postscience fair assessment data from 343 sixth grade students, and interviews or focus groups with 131 students, 122 teachers, 16 administrators, and 29 science fair judges. These data enabled the exploration of features of science fairs, including opportunities for students to engage in SEPs and the teachers support for SEPs through the science fair investigations. Findings reveal that science fair implementation varies considerably across schools. HLM analysis indicates that teachers' support for critiquing practices, particularly when it included students' engagement in evaluating the work of their peers, are positively associated with students understandings of SEPs. Qualitative findings highlight the ways in which teachers structured students' experiences and supported their enactment of SEPs as they conducted their science fair investigations.

关键词： case studies hierarchical linear modeling middle school science and engineering practices science fairs

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Designing environmental storylines to achieve the complementary aims of environmental and science education through science and engineering practices

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JOURNAL OF ENVIRONMENTAL EDUCATION 2021年第4期52卷 239-255页

作者： Lindgren, Samantha Morris, Kristi Price, Amanda Univ Illinois Champaign IL USA Illinois Environm Protect Agcy Springfield IL USA Univ Illinois Springfield IL 62703 USA Univ Illinois Educ Policy Org Champaign IL 61820 USA

Environmental education is implemented in formal curricula in multiple ways, including K-12 science. In the United States, the adoption of the Next Generation science Standards (NGSS) has provided a lens for considering how the goals of environmental education and formal science education may overlap and complement one another. Potential synergies emerge from similarities between NGSS science and engineering practices and the skills of questioning, analysis, and interpretation in the NAAEE Guidelines for Excellence. In this study, middle school students were engaged in an environmental storyline unit that supported their abilities to ask questions, design and conduct investigations, and develop model-based explanations, practices consistent across both fields. Participating students demonstrated positive gains in nature relatedness environmental attitudes. This study provides evidence that curricular design around the practices of science and environmental education connects the goals of each and may be a promising approach to broadening access to effective environmental education experiences. Supplemental data for this article is available online at https://***/10.1080/00958964.2021.1949569 .

关键词： Environmental education science education NGSS environmental attitudes nature relatedness storyline science and engineering practices

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Integrating science and engineering practices: outcomes from a collaborative professional development

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INTERNATIONAL JOURNAL OF STEM EDUCATION 2020年第1期7卷 1-13页

作者： Brand, Brenda R. Virginia Tech Southgate Publ Safety Bldg330 Sterrett Dr Blacksburg VA 24061 USA

Background The Next Generation science Standards accentuate engineering design along with scientific inquiry, emphasizing the relationship between scientific investigations and engineering design in solving problems and devising new ideas and technologies. The goal is for students to realize the importance of science and engineering in innovation and in solving many of today's challenges. The Next Generation science Standards contends that a working knowledge and practicality of engineering design prepares students for embracing the challenges of the future. To support students in developing these capabilities, teachers are tasked with the responsibility of facilitating science instruction that integrates science and engineering practices. This is a challenge since a majority of them have little to no understanding of engineering applications. Results An interdisciplinary team, consisting of science education and mechanical engineering faculty and doctoral students from each discipline, and science, mathematics, and career and technical curriculum supervisors, collaborated with middle school science, mathematics, and career and technical education teachers to develop a framework for integrating engineering practices into their curricula. The exploratory nature of the project, and instructional outcomes with their students, supported teachers in developing an understanding and value for science and engineering practices. As a result, they were motivated to critique and revise their practices, aiming to develop and implement instruction that they perceived as beneficial to their students. Conclusion With the surge in emphasis on preparing K-12 students for the STEM workforce, initiatives devoted to exposing teachers and students to STEM applications have also increased. The findings from this study could be useful for informing these initiatives, since they reveal the learning experiences of the teachers while processing instructional strategies for integrating scienc

关键词： Inquiry engineering design science and engineering practices STEM Professional development

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Elementary Teachers' Enactment of the NGSS science and engineering practices

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JOURNAL OF science TEACHER EDUCATION 2019年第7期30卷 788-814页

作者： Kang, Emily J. S. McCarthy, Mary Jean Donovan, Corinne Adelphi Univ Dept Curriculum & Instruct Garden City NY 11530 USA St Josephs Coll Dept Psychol Patchogue NY USA Adelphi Univ 1 South Ave Garden City NY 11530 USA

This paper reports findings from a two-year investigation on the impact of a professional development (PD) program on second grade teachers' science teaching practice, particularly of the Next Generation science Standards science and engineering practices (NGSS SEPs). The aims of this study were three-fold: 1) identify which SEPs teachers enacted during classroom instruction at the start and end of the PD;2) explore the ways in which the SEPs were enacted;and 3) explore trends in self-efficacy and confidence of teaching the NGSS SEPs at mid and end points of the PD compared to the start of the program. Analysis of classroom observations revealed that, at time 2 (end of PD), teachers tended to incorporate more of the practices into instruction, with the greatest increase experienced by SEP 7 Engaging in Argumentation. Students also played a more active role in enacting each practice. Classroom observations revealed that, at both time 1 and time 2, teachers successfully utilized both general and SEP-specific scaffolds to support student enactment. Moreover, rather than teaching each practice in isolation, teachers integrated practices together to reach their lesson objective. While students were able to successfully enact most of the practices, they tended to struggle with specific aspects of argumentation and explanation. Finally, teachers experienced significant growth in self-efficacy and confidence of teaching the SEPs as well as in actual classroom practice.

关键词： Next Generation science Standards science and engineering practices professional development self-efficacy elementary teachers

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Mobile apps for Incorporating science and engineering practices in K-12 STEM Labs 48

Mobile apps for Incorporating Science and Engineering Practi...

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48th IEEE Frontiers in Education Conference (FIE)

作者： Rivera, Seema Banavar, Mahesh K. Barry, Dana Clarkson Univ Dept Educ CRC Schenectady NY USA Clarkson Univ Dept Elect & Comp Engn Potsdam NY USA

ISBN: (纸本)9781538611746

The central focus of this work-in-progress is to investigate the following: (1) What do the lesson plans created by teachers reveal about their understanding of science and engineering practices? (2) Will including programming exercises in all lesson plans improve STEM skills in general, and coding skills in particular? And (3) Will integrating science and engineering practices in high school lesson plans improve student retention in STEM and STEM-related areas? To answer these questions, we develop project-based lessons and mobile app-based laboratories that incorporate science and engineering practices. Additionally, with these apps, we: a) enable and motivate students to learn STEM topics by immersing themselves in interactive apps, b) include lesson content and electronic labs delivered using the latest mobile technology and platforms, and c) provide teacher training to better improve content delivery. We will design innovative science, Technology, engineering and Math (STEM) lesson plans and immersive labs, to create a transformative educational experience for high school students. The lessons and labs will be deployed with the help of mobile applications (apps) that will use multi-sensory and multimodal inputs and outputs to interact with students, and be designed to align with the newly adopted 2017 New York State science Learning Standards.

关键词： apps STEM high schools Next Generation science Standards science and engineering practices

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Exploring Elementary Teachers' Pedagogical Content Knowledge and Confidence in Implementing the NGSS science and engineering practices

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JOURNAL OF science TEACHER EDUCATION 2018年第1期29卷 9-29页

作者： Kang, Emily J. S. Donovan, Corinne McCarthy, Mary Jean Adelphi Univ Curriculum & Instruct 1 South Ave Garden City NY 11530 USA

The aim of this study was to assess elementary teachers' pedagogical content knowledge (PCK) of and confidence in their ability to support students in enacting the science and engineering practices (SEPs) of the Next Generation science Standards. Findings from this study were used to inform the planning of a professional development program for these teachers. This was a mixed-methods analysis of teachers' responses to a survey that included self-assessment ratings of their knowledge and confidence as well as open-ended questions about how students enact the SEPs in class. Responses detailing how students could enact SEPs were used to ascertain teachers' PCK via a modified novice-expert scale as well as coded for examples of PCK. Findings from the self-report portion revealed remarkable consistency between teachers' ratings of their perceptions of knowledge and confidence: The highest score was in SEP 4 (analyzing and interpreting data) and the lowest score was in SEP 5 (using mathematics and computational thinking) for both knowledge and confidence. Results from the open-ended questions showed that most teachers' examples were scored as competent on the components of PCK assessed. Teachers scored highest in SEP 1 (asking questions and defining problems) and lowest in SEP 8 (obtaining, evaluating, and communicating information). Qualitative coding of responses revealed that teachers were able to describe their knowledge of curriculum, students' ability to enact SEPs, instructional strategies, as well as limitations. Implications for science education research and teacher professional development are discussed.

关键词： Elementary teachers Next Generation science Standards pedagogical content knowledge science and engineering practices

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Effects of science and engineering practices on science Achievement and Attitudes of Diverse Students including ELLs

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NABE Journal of Research and Practice 2015年第1期6卷 231-253页

This study examines diverse elementary students including English Language Learners (ELLs)’ science achievements and attitude changes following inquiry-based activity experiences. Thirty seventh-grade students explored the harmful and helpful effects of ultraviolet (UV) rays on the human environment using scientific methods to define problems, develop models, plan and carry out investigations, analyze/interpret data, use mathematics and computational thinking, construct explanations (for science) and designing solutions (for engineering), engage in evidence-based arguments, and evaluate/communicate obtained information. These processes are known as inquiry-oriented approaches (NRC, 2000) and have been deepened and redefined as a set of eight science and engineering practices in the Next Generation of science Standards (NRC, 2012). Individuals designed their own experiments by choosing different materials to test for the best protector of UV light. The science exploration sheet (SES), which measured the scientific achievement, showed that 92% of students answered their own questions using their individual scientific models. However, pre- and post-attitude surveys revealed that there was no significant change in students’ attitudes about science/scientists following the inquiry intervention (p< .05). Particularly participating teachers’ views of inquiry teaching experiences to their ELLs were discussed.

关键词： NGSS English Language Learners Diverse Learners Inquiry science and engineering practices science Achievement

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Enhancing multilingual participation in science practices through language scaffolding

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LANGUAGE AND EDUCATION 2025年第2期39卷 512-530页

作者： Zheng, Han Pacheco, Mark Barba Brown, Julie C. Univ Florida Coll Educ Sch Teaching & Learning Gainesville FL 32611 USA

Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with science and engineering practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data from video-recorded observations of 12 secondary biology teachers' lessons revealed diverse scaffolding at word, sentence, and discourse levels. Effective strategies often integrated language and content learning, aiding students' scientific and linguistic development. However, an overemphasis on language sometimes deterred active SEP participation. These findings underscore the necessity of striking a balance between linguistic pedagogy and active scientific exploration, offering critical guidance for educators in linguistically varied and content-intensive environments.

关键词： Academic language multilingual learners scaffolding science education science and engineering practices

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