ERIC Number: EJ1351979
Record Type: Journal
Publication Date: 2022-Nov
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4308
EISSN: EISSN-1098-2736
Leading Instructional Improvement in Elementary Science: State Science Coordinators' Sense-Making about the Next Generation Science Standards
Journal of Research in Science Teaching, v59 n9 p1575-1606 Nov 2022
The Next Generation Science Standards (NGSS), a reform effort "for states, by states," advances ambitious ideals for elementary science teaching, but the fate of these ideals will depend in part on the engagement of state science coordinators (SSCs). This article explores the responses of SSCs to NGSS in a purposeful sample of 18 US states. Based on analysis of 19 interviews with 22 SSCs, we develop two arguments. First, SSCs' ideas about improving elementary science education converged around three themes: the introduction of three-dimensional science teaching and learning, the integration of engineering with science teaching, and the integration of science with ELA and mathematics. Second, SSCs' sense-making about reforming elementary science education was situated in and shaped by (a) their knowledge of how elementary science instruction has been and continues to be de-prioritized, as well as their experiences (b) facilitating work groups in developing science standards using the Framework for K-12 Science Education, and (c) participating in professional networks.
Descriptors: Instructional Improvement, Science Instruction, Elementary School Science, Academic Standards, Teaching Methods, Engineering Education, English Instruction, Language Arts, Mathematics Education, Interdisciplinary Approach, Educational Change, Networks, Coordinators
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1761057