What Do Science Teachers Know About Three-Dimensional Science Standards and Why Does It Matter?

• In Event: Comprehending Curriculum Implementation During the Common Core Era

Abstract

In this paper, we share new nationally-representative survey data on K-12 science teachers’ familiarity with the content of three-dimensional (3D) teaching and learning standards defined as part of the Next Generation Science Standards (NGSS). Specifically, we present (a) descriptive data detailing teachers’ ability to correctly and sort 3D science standards and practices into developmentally appropriate grade-bands, (b) how teacher familiarity with 3D standards differs along observable teacher characteristics, school characteristics, and teacher-reported access to professional learning, and (c) the relationship between teacher familiarity with standards and teacher reports of student engagement with scientific practices in the classroom. Findings from this paper contribute to understanding of how science standards reform links to teacher knowledge and classroom practice.

Authors

• Sy Doan, RAND Corporation

• Julia Heath Kaufman, RAND Corporation

• Matthew J. Kloser, University of Notre Dame

• Jonathan Schweig, The RAND Corporation

• Miray Tekkumru-Kisa, Florida State University