Poster #7 - Californian STEM Teachers' Response to the Transition From California Academic Content Standards (2013) to Next Generation Science Standards (2018): Did They Respond to Policy Change and How?

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-2 - Science Teaching and Learning SIG Poster Session

Abstract

This study investigates how California STEM (Science, Technology, Engineering, and Mathematics) teachers are transitioning from discipline specific California Academic Content Standards (CCSS), to integrated disciplines Next Generation Science Standards (NGSS), in their 21st century classrooms. The central research question asks if STEM teachers are integrating STEM disciplines, sub STEM disciplines and elements of STEM disciplines through real world problems in their STEM classrooms, and how are they integrating them? The study not only found that STEM teachers know about STEM integration, and think they are integrating STEM disciplines. Also this study found that
STEM teachers during the transitional period, before the NGSS roll-out school year
(2018 /2019) held onto the old California Academic Content Standards (CACS).

Author

• Nkechi Sheining DomNwachukwu, Baldwin Park Unified School District