Exploring Adaptive Expertise in the Context of Elementary Science: Implications for Next Generation Science Standards

• In Event: Sheraton Roundtable Session 9
  In Roundtable Session: High-Impact Science Teaching and Its Impact on Learning

Abstract

Next Generation Science Standard (NGSS) reforms call for a more complex and holistic approach to science teaching. However, teachers remain responsible for the real work in any curricular changes. Adaptive experts exhibit the ability to balance innovation and efficiency as they implement reforms (Schwarz et al., 2005). In this case study, we empirically explored a model of adaptive expertise during videotaped lessons of NGSS-aligned science lessons. We describe teacher practices for two characteristics of adaptive expertise that are particularly salient for increasing student explanation of science phenomena: supporting student agency and classroom discourse. Our preliminary results suggest that adaptive expertise may be a useful model to use for analyzing teacher practices in the midst of NGSS reforms.

Authors

• Nicole Bowers, Arizona State University - Tempe

• Eileen G. Merritt, Arizona State University

• Sara E. Rimm-Kaufman, University of Virginia