Identifying Phenomenon for Next Generation Science Standards: Using Preservice Teacher Data to Inform Instruction in Science Methods Courses

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Preparing Future Science Teachers in a New Era

Abstract

As part of a Networked Improvement Community (NIC), 11 science methods instructors from six universities collaborated to improve NGSS aligned instruction for preservice science teachers (PSTs). One focus was supporting PSTs in identifying phenomenon and planning phenomenon-based 3D instruction. This included assigning PSTs to identify a phenomenon to anchor instruction and develop unit plans. Examining phenomena generated by PSTs showed that, across universities, after instruction, PSTs still struggled with identifying viable anchoring phenomena. This struggle to identify instructionally appropriate phenomenon prompted further analysis. In this paper, faculty and researchers in the NIC share results detailing faculty understanding around effective NGSS aligned anchoring phenomena, characterization of phenomena identified by PSTs, and changes made to methods courses.

Authors

• Michelle L. Sinapuelas, California State University - East Bay

• Corinne Lardy, California State University - East Bay

• Larry Horvath, San Francisco State University

• Donna L. Ross, San Diego State University

• Meredith Houle Vaughn, San Diego State University

• Lin Xiang, Weber State University

• Michele Ann Korb, California State University - East Bay

• Rachelle DiStefano, California State University - East Bay