Science Teachers' Gaps in Knowledge and Perceptions of Next Generation Science Standards Science Practices as Epistemic Acts

• In Event: 64.080 - Science Teaching and Learning SIG Paper Session: Sustainability

Abstract

The recently adopted Next Generation Science Standards require a teacher paradigm shift from transmission of content to engagement in practice. However, teachers cannot fully engage their students in scientific practice if they, themselves, do not understand the epistemic underpinnings of the fundamental science practices. This qualitative study examined secondary science teachers’ understanding of the epistemic foundations of eight science practices and their perceptions of the importance of the practices. Data was collected from 128 science teachers using an open-ended survey. Responses were analyzed using the constant comparative method. Results indicate that teachers lacked a sophisticated understanding of the epistemic nature of science practices, and they perceived that “asking questions” and “analyzing data” are the most important practices for science learning.

Authors

• Katherine Raenah McCance, North Carolina State University

• Vance J Kite, North Carolina State University

• Soonhye Park, North Carolina State University

• Elsun Seung, Indiana State University