Supporting Teacher Learning of Next-Generation Science and Pedagogy Through Cyber-Enabled Teacher Study Groups

• In Event: 29.030 - Equity-Focused Implementation of the Next Generation Science Standards: Exploring Models of Hope and Possibility

Abstract

Objectives / Purpose
We explore teacher learning through a cyber-enabled professional development environment about the science practices that play a key role in the Next Generation Science Standards (NGSS, 2013), in ways that directly connect what they are learning to their own teaching practice.

Perspectives / theoretical framework
Studies of professional development reveal an emerging consensus about features that support teacher learning (Borko, 2004; Garet et al., 2001; Wilson, 2013). Teacher learning needs to be embedded in subject matter, needs to involve active sensemaking and problem solving, and the substance of the work needs to be directly connected to issues of teachers’ own practice. Professional development needs to be structured to engage teachers in the iterative work of making sense of cases of teaching and learning, applying them to their own practice, and reflecting with peers on these efforts. The Next Generation Science Exemplary PD System (NGSX) is a cyber-enabled learning environment building on these strategies to support teachers in shifting toward practice-focused instruction as envisioned in the Framework and the NGSS.

Methods
NGSX involves face-to-face interaction supported by online digital resources. Teachers work together with the NGSX web platform in study groups of 15-20. Teachers engage in argumentation and modeling activities, guided by the system, involving the nature of matter. Working with elementary, middle school and high school classroom cases, teachers analyze video cases to examine how students engage in argumentation and modeling to develop their ideas about matter and teacher strategies for supporting these scientific practices

We have developed an initial pathway of six three hour sessions focused on argumentation, modeling, and explanation and the disciplinary ideas of the nature of matter. Nine state partners established three study groups of approximately 15 teachers to work through the NGSX pathway. Most study groups met across a period of 12 weeks to complete the six sessions. To date 205 teachers have completed the pathway and completed the pre and post surveys.

Data sources
The analyses of teacher change drew on the records of teachers' analyses and reflections posted during their interactions with the NGSX system, and pre and post surveys examining teachers' understanding of the science of matter, attitudes and beliefs about reform teaching practices, and their pedagogical content knowledge about argumentation and modeling.

Results
Teachers reported significant increases in confidence in the practices of asking questions, developing and using models, arguing from evidence, and obtaining, evaluating, and communicating information. Teachers also exhibited more mechanistic responses in their explanations of matter phenomena. Preliminary analyses reveal that teachers shifted from viewing modeling activities as ways for students to show what they have learned to instead contexts in which students could test and develop explanatory ideas. Teachers also shifted from viewing themselves or curriculum as constructing the model for students to explore to seeing how students could develop and learn from the models.

Scientific / scholarly significance
This analysis explores a scalable model for teacher study groups that help teachers learn both science and pedagogy in the NGSS, and bring these approaches into their own classrooms.

Authors

• Brian J. Reiser, Northwestern University

• Sarah Michaels, Clark University

• Jean Moon, Tidemark Institute

• Cynthia M. Passmore, University of California - Davis