Developing a Matrix to Track Teachers Translating Science Practices in Their Classrooms

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-18 - In-Service Professional Development

Abstract

In this paper we will discuss our newly developed Science Practices in the Classroom Matrix (SPCM) to track evidence of teachers’ teaching science inquiry/ practices in their classrooms. Data include classroom videotaped lessons, and analyses of what is happening in teachers’ classrooms related to NGSS science practices, following an authentic professional development.Our research questions include:
1) How can we systematically assess teachers engaging students in science practices in the classroom?
2) How do teachers translate their views of teaching inquiry/science practices following professional development?

Authors

• Barbara A. Crawford, University of Georgia

• Jaclyn K. Murray, Georgia Institute of Technology

• Daniel K Capps, University of Maine