Teacher Enactment of Next Generation Science Standards–Aligned Curriculum, Student Science Achievement in Knowledge-in-Use, and Social and Emotional Learning

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Equity Going Beyond Inclusion in Science Education

Abstract

Science education shifts to develop student knowledge-in-use. Teachers are the linchpin to reach the new vision. Rich images of NGSS science classroom enactment have been appealed for teachers’ instructions. This longitudinal study employs latent profile analysis to identify profiles of teacher enactment across three consecutive units. Observation fieldnotes are analyzed for discussing the differences and commonalities among profiles. How those different types of enactment affect students’ science achievement and SEL are also explored. Preliminary results found three profiles of teacher enactment of NGSS-aligned curriculum were identified, including Consistent high cognitive and affective supports; Consistent middle cognitive and affective supports, and Declined low cognitive and affective supports. Students of teachers in different profiles have significant different science achievement and SEL.

Authors

• Tingting Li, Michigan State University

• I-Chien Chen, Michigan State University

• Joseph S. Krajcik, Michigan State University