Next Generation Science Standards Advancing Inquirybased Teaching Learning

Next Generation Science Standards Advancing Inquiry-based Teaching & Learning through Action Research

NGSS (2013) Practice Content Real-world Connections NGSS serves as a guideline for states, districts, schools and teachers to facilitate student learning Goals reflect what students should know and are able to do

NGSS’ Vision SCIENCE TEACHING • Coherent, rigorous inquiry-based instruction SCIENCE LEARNING Direct engagement in scientific practices in order to fully appreciate the nature of scientific knowledge • Requires identification of Acquisition and application of assumptions, use of critical and scientific knowledge to unique logical thinking, and consideration situations of alternative explanations. • Expert teachers arrange performance expectations as deemed necessary to support the developmental needs of learners. Opportunities to critically think and reason scientifically in order to solve real-world challenges Click on this link to watch: NGSS’ (2013) Vision for Science Education

Facets of Inquiry Making observations Posing questions Examining sources of information to learn what is already known Planning investigation Reviewing experimental evidence Using tools to gather, analyze, and interpret data Proposing answers, explanations, and predictions Communicating results

The On-going Challenge “Many teachers have not embraced this pedagogical approach, which encourages students to think scientifically due to the complexity of teaching in a non-traditional, inquiry-based manner” (Fradd & Lee, 1999). Elementary science teaching methods continue to most prevalently reflect the use of worksheets and textbook reading of definitions (Dept. of Edu. , 2000). Despite national efforts to encourage the use of inquiry-based teaching practices, many science teachers still do not practice science as inquiry with their students (Lebak & Tinsley, 2010). “There has been a tremendous concern that our efforts are simply not resulting in the desired level of inquiry-based teaching” (Meyer, Nabb, Connell & Avery, 2011).

Tensions between Experiment & Enactment Limiting Factors: Lacking familiarity with scientific inquiry processes Lacking pedagogical content knowledge (PCK) in science education The challenging application of the practice in the real-world, diverse context of the classroom

EDUCATOR UNCERTAINTY Together, these considerations generate the grave uncertainty that is often to blame for “teacher anxiety, frustration, and poor teaching” practices in the subject area (Capobianco, 2010).

What is Action Research? A “systematic, self-reflective, yet collaborative inquiry approach aimed at constructing knowledge about one’s practice, with the major goals of improving and coming to a better understanding of that practice” (Carr & Kemmis, 1986; Cochran-Smith & Lytle, 1993; Stenhouse, 1975). Practitioners’ “plan, act, observe, reflect, and improve upon their educational situation, ” sharing findings publically with all interested in transforming educational practices.

The Promise of Action Research • Teachers are led to personally experience & thus more deeply comprehend the characteristics of the process that NGSS (2013) requires Teachers as they facilitate in elementary science classrooms. Inquirers • Teachers collaborate with colleagues to study and inform their science practice, deepening their pedagogical content knowledge, and Teachers as overcoming the uncertainty that is commonplace as they facilitate collaborative inquiry. Learners • Authentic data from within real elementary science classrooms can be used to inform and improve elementary science practices, as well as Teachers as increase the potential for realistic and sustainable reform. Knowledge Generators

Recommendations Support the Values of Inquiry Develop Teachers as Researchers Create a Culture of Teacher Inquiry Use Authentic Data to Inform Reform • Administrators: • provide opportunity for shared professional discussion, collegial modeling & observation of teaching practices • Districts: • offer expert personnel, literature, & professional development meetings focused on teaching the nature of action research, as well as appropriate research methods • Administrators: • maintain interest in teachers’ inquiries, engaging them in related discussion, offering specific resources such as personnel and literature, and sharing groups’ findings throughout the school to inform practice • States and districts: • acknowledge teaching as a research-based profession • Support educators to write about findings & attend national science conferences • Use & share data to inform advocated inquiry practices • Create an open climate for learning within PLC Contexts

References Capobianco, B. M. , & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21(8), 909 -915. Carr, W. , & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. Lewes, UK: Falmer. Cochran-Smith, M. , & Lytle, S. (1992). Communities for teacher research: Fringe or forefront? American Journal of Education, (100), 298– 324. Cullen, T. A. , Akerson, V. L. , & Hanson, D. L. (2010). Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development. Journal of Science Teacher Education, 21(8), 971 -992. Fradd, S. , & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, (28), 14– 20.

References (cont. ) Lebak, K. , & Tinsley, R. (2010). Can inquiry and reflection be contagious? Science teachers, students, and action research. Journal of Science Teacher Education, 21(8), 953 -970. Meyer, D. , Meyer, A. , Nabb, K. , Connel, M. , & Avery, L. (2011). A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities. Research in Science Education, (43), 57 -76. Next Generation Science Standards (2013). Retrieved May 27, 2013, from http: //www. nextgenscience. org/ Stenhouse, L. (1975). Introduction to curriculum research and development. London: Heinemann.