What Teacher-Student Tensions and Synergies Emerge From Implementing an Integrated Chemistry/Earth Science Curriculum?

• In Event: 64.088 - Sheraton Roundtable 12 - Osgoode Ballroom
  In Roundtable Session: 64.088-5 - Roundtable: Research on Curriculum Design for Science Learning

Abstract

The implementation of NGSS has resounding effects with the critical shifts in curriculum, pedagogy, and learning environment. With the addition of a transition from a discipline-specific chemistry course to an integrated chemistry and Earth science course, the first year of system-wide implementation can induce an array of enthusiasm, skepticism, and confusion. By examining teachers’ and students’ perspectives from their shared experiences with the first year of implementation, identification of perceived synergies (e.g., integrated topics and metrics of success) and tensions (e.g., local connections in curriculum and teacher approaches toward instruction) between teachers and learners can be utilized to further refine strategic actions in supporting implementation and sustainable reform in curriculum and instruction.

Authors

• Jonathon Grooms, The George Washington University

• Kevin Fleming, The George Washington University

• MaryEllen Wolfinger, The George Washington University

• Alan Berkowitz, Cary Institute of Ecosystem Studies

• Bess Caplan, Cary Institute of Ecosystem Studies

• Tanaira Cullens, Cary Institute of Ecosystem Studies