Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards

Kawasaki, Jarod; Sandoval, William A.

doi:10.1080/1046560x.2019.1709726

Cited by 18 publications

(25 citation statements)

References 16 publications

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“…When the goal was to engage students, the same teacher used open-ended and inquiry-based labs. A more recent study by Kawasaki and Sandoval (2020) investigated the multiple goals of science teachers related to the NGSS. They found that the goals teachers held were often misaligned with the NGSS, leading to teaching practices that did not support students achieving the outcomes detailed in the NGSS.…”

Section: Contextual Influences On Science Teachers Goalsmentioning

confidence: 99%

“…Second, adoption of new goals does not always lead to disengagement from older goals. Instead, previously adopted goals often remain influential in how people carry out their work-related tasks on a day-to-day basis (Allison & Zelikow, 1999;Kawasaki & Sandoval, 2020;March & Simon, 1993). This increases the likelihood of goal conflict, as the new goals compete with older goals for limited attention and resources.…”

Section: Introductionmentioning

confidence: 99%

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A case study of science teachers' goal conflicts arising when integrating engineering into science classes

et al. 2021

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The Framework for K-12 Science Education details new goals to guide improvement of US science education.Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of | 89 research questions and detail our methods for collecting and analyzing data. Fourth, we present the results of our case study. Fifth, we discuss the findings in relationship to the prior work on science teachers' goals and instructional practices more broadly. Finally, we present implications arising from this study for educative experiences for teachers and for future research. | THEORETICAL FRAMEWORKOur theoretical framework draws on a large body of work suggesting goals are "the central motivator of actions"

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Section: Contextual Influences On Science Teachers Goalsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A case study of science teachers' goal conflicts arising when integrating engineering into science classes

et al. 2021

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“…When NGSS was released in 2013, the conceptualizations of science practices required teachers to change how they organized instruction, necessitating a significant shift in the way science is taught (Kawasaki & Sandoval, 2020). The intention was to transition students away from merely learning about science ideas to figuring out science ideas (Cherbow et al, 2020).…”

Section: Science Practicesmentioning

confidence: 99%

“…Research has shown that autonomysupportive instruction brings about high intrinsic motivation in students and leads to persistence with learning tasks (Baker & Goodboy, 2018). In regards to the science practices, autonomy-supportive instruction gives students agency, allowing them to be responsible for their own epistemic production and dialogue with others regarding their scientific knowledge-building process (Kawasaki & Sandoval, 2020). Educators with an autonomy-supportive instruction style take a neutral stance towards student initiative rather than being strongly prescriptive about what students should think or feel (Reeve et al, 2014).…”

Section: Theoretical Frameworkmentioning

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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“…Learning of specific science concepts becomes meaningful and interesting to learners if it explains their life experiences (Kawasaki & Sandoval, 2020). A http://ijlter.org/index.php/ijlter deliberate use of scientific issues (socio-scientific issues) that require learners to engage in dialogue, discussion, and debate (Zeidler & Nichols, 2009) enables learners to engage with and understand abstract concepts.…”

Section: Introductionmentioning

confidence: 99%

Life Sciences Teachers’ Views on Teaching Socio-Scientific Issues in Genetics using an Inquiry Approach

Ngwenya

Mavuru

2021

IJLTER

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The study sought to establish teachers’ views about scientific inquiry in teaching genetics whilst addressing socio-scientific issues (SSIs). The argument was if teachers do not fully understand the holistic nature of scientific inquiry, it prevents them from using SSIs effectively to facilitate learners’ understanding of abstract concepts. The study focused on genetics as a topic with SSIs and with abstract concepts difficult to present in concrete materials. Therefore, the paper aimed to learn about Life Sciences teachers’ view in using scientific inquiry in teaching genetics whilst addressing socio-scientific issues. In an explanatory sequential mixed method research design, two questionnaires were administered to 100 Life Sciences teachers, to seek their views about scientific inquiry and understanding of socio-scientific issues respectively. Interviews were administered only to six teachers whose responses based on the analysis of data from questionnaires, were considered as informed, partially informed and naïve views. Lesson plans for selected teachers were analysed. The findings showed that the teachers were aware and appreciative of the inquiry-based approaches and socio-scientific issues embedded in genetics. The teachers however required extensive knowledge and skills on the procedures of inquiry that have to be employed when addressing socio-scientific in genetics. These findings inform teachers and teacher professional development programmes on the importance of context as the source of socio-scientific issues that tend to impact on learner understanding of concepts in topics such as genetics.

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Examining teachers’ classroom strategies to understand their goals for student learning around the science practices in the Next Generation Science Standards

Cited by 18 publications

References 16 publications

A case study of science teachers' goal conflicts arising when integrating engineering into science classes

A case study of science teachers' goal conflicts arising when integrating engineering into science classes

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

Life Sciences Teachers’ Views on Teaching Socio-Scientific Issues in Genetics using an Inquiry Approach

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