Point of View: The Next Generation Science Standards: Impact on College Science Teaching

McDonald, James Tarleton

doi:10.2505/4/jcst15_045_01_13

Cited by 10 publications

(13 citation statements)

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“…That is, while we might sacrifice some concepts, the inclusion of practices more than makes up for that sacrifice so that the total amount of content is not reduced. While the Framework was written for the K-12 education system, it has been argued that these ideas are relevant to higher education [46,48,49].…”

Section: Evolving Learning Goalsmentioning

confidence: 99%

Analysis of the most common concept inventories in physics: What are we assessing?

Laverty

Caballero

2018

Phys. Rev. Phys. Educ. Res.

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Assessing student learning is a cornerstone of educational practice. Standardized assessments have played a significant role in the development of instruction, curricula, and educational spaces in college physics. However, the use of these assessments to evaluate student learning is only productive if they continue to align with our learning goals. Recently, there have been calls to elevate the process of science ("scientific practices") to the same level of importance and emphasis as the concepts of physics ("core ideas" and "crosscutting concepts"). We use the recently developed Three-Dimensional Learning Assessment Protocol to investigate how well the most commonly used standardized assessments in introductory physics (i.e., concept inventories) align with this modern understanding of physics education's learning goals. We find that many of the questions on concept inventories do elicit evidence of student understanding of core ideas, but do not have the potential to elicit evidence of scientific practices or crosscutting concepts. Furthermore, we find that the individual scientific practices and crosscutting concepts that are assessed using these tools are limited to a select few. We discuss the implications that these findings have on designing and testing curricula and instruction both in the past and for the future.

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Section: Evolving Learning Goalsmentioning

confidence: 99%

Analysis of the most common concept inventories in physics: What are we assessing?

Laverty

Caballero

2018

Phys. Rev. Phys. Educ. Res.

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“…These concerns about college readiness are not without merit. Mcdonald (2015), in an article in the Journal of College Science Teaching, posits that students coming from an NGSS background will be prepared differently than previous students and that college-level science instructors need to take these differences in preparation into account.…”

Section: Finding 3: Concerns About Student Preparationmentioning

confidence: 99%

“…High school science teachers hold certain views about what is necessary for success in college-level science coursework based on their own experience as students and teachers. Mcdonald (2015) acknowledges that students prepared under the NGSS will have different foundational knowledge and skills than students prepared under the previous standards. For teachers of AP-level science courses who participated in the qualitative interviews, the discussion of the deficits brought on by NGSS-aligned instruction centered on specific prerequisite content and skills for success in AP-level courses.…”

Section: Finding 3: Concerns About Student Readinessmentioning

confidence: 99%

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High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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“…Secondly, to meet the diversity of students needs, NGSS encourages teachers to utilize various methods and techniques of learning according to the needs of particular classroom. Thirdly, NGSS stands for deep learning that should reflect in-depth understanding of scientific concepts (McDonald, 2015). This task should reduce the gap in education between the poor and rich neighborhoods as well as eliminate the likelihood of gender or race-based biases and/or stereotype threat.…”

Section: Ngss Considers Science-related Valuesmentioning

confidence: 99%

A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity

Asowayan¹,

Ashreef²,

Omar³

2017

ELT

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This systematic review aims to explore the effect of NGSS on students' academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student's science-related values, respectful features of teachers' cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.

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Point of View: The Next Generation Science Standards: Impact on College Science Teaching

Cited by 10 publications

References 0 publications

Analysis of the most common concept inventories in physics: What are we assessing?

Analysis of the most common concept inventories in physics: What are we assessing?

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity

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