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Next Generation Science Standards

Next Generation Science Standards. Advancing Inquiry-based Teaching & Learning through Action Research. NGSS (2013). 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.

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Next Generation Science Standards

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

  2. NGSS (2013) 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

  3. NGSS’ Vision Click on this link to watch: NGSS’ (2013) Vision for Science Education

  4. 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

  5. The On-going Challenge

  6. Tensions between Experiment & Enactment

  7. 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).

  8. 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.

  9. The Promise ofAction Research

  10. Recommendations

  11. 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.

  12. 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.

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