Developing K–12 Teachers' Understanding of the Multidimensional Next Generation Science Standards

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-11 - Division K, Section 1 Poster Session 2

Abstract

In this study, we examined the development of science teachers’ understanding of the Next Generation Science Standards (NGSS) through engaging in research-based learning and collaborative discussion. Through a case study approach, we found that teachers’ gained a rich understanding of the multidimensionality of the NGSS, valued an approach to standards that emphasizes a foreground/background to the dimensions, and learned new pedagogical approaches to teaching science more deeply. Further, teachers felt that the standards go beyond “teaching to the test,” developing students’ scientific literacy that goes deeper than just content knowledge. The findings of this study are imperative to understanding how to provide professional development to science teachers who may not be familiar with standards that go well beyond traditional content.

Authors

• Ingrid Weiland, Metropolitan State University of Denver

• Thomas R. Tretter, University of Louisville

• William Thornburgh, University of Louisville