Exploring Epistemological Change Through the Use of the Next Generation Science Standards in a High School Chemistry Classroom

• In Event: Teacher as Researchers: Practitioner Inquiry

Abstract

From data collected through observations, student artifacts,focus group interviews, and a personal reflection journal, this qualitative action research study investigated how NGSS-aligned constructivist tasks impacted my students’ engagement and conceptual understanding, as well as the transition in my epistemological beliefs. While I found that a complete epistemological shift in favor of constructivist pedagogies may not be possible without the use of traditional pedagogies to support the transition, I also learned that teachers must accept the probability that student struggle is likely during constructivist learning tasks and is an expected part of the student learning process in constructivist classrooms. These findings have significant implications for science education practitioners wishing to enact epistemological change in favor of constructivism confidently and strategically.

Author

• Nancy Nasr, Granada Hills Charter High School