supporting elementary teachers with the ngss
TRANSCRIPT
Webinar:Supporting Elementary Teachers
with the NGSSApril 14, 2016
1:00 PM Pacific | 2:00 Mountain | 3:00 Central | 4:00 PM eastern
Organizers:Susan Sullivan, CIRES, CU Boulder & NAGT Past PresidentAida Awad, Maine East H.S. & NAGT Past PresidentEd Robeck, AGIJohn McDaris, SERC/NAGT
Webinar overview:➢ Welcome and introductions➢ Presenters
Kim Cheek (University of North Florida) Heather Petcovic (Western Michigan University) Discussion and Q&A➢ Future Events
Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p
ETMay 12, 2016 Ed Geary,
“Building a State Coalition for NGSS-ESS” 7/18-22/16 Earth Educators
Rendezvous➢ Email list and archived webinars:
http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html
Supporting Elementary Teachers with the NGSS
INTRODUCTION AND OVERVIEW
Challenges and Opportunities for NGSS Implementation with Elementary Teachers
Who We Are—Kim Cheek
• Teach science methods for elementary major and combined science/mathematics methods for early childhood majors
• Taught 3rd-8th gr. for 11 years• In-service teacher professional
development (elementary and middle school)
Who We Are – Heather Petcovic• Teach earth science content course for
preservice elementary (K-8) teachers
• Teach content courses for secondary (6-12) earth and integrated science preservice teachers
• Inservice teacher (K-12, mostly secondary) professional development
NGSS = 3D Learning
http://www.nextgenscience.org/three-dimensions
The Challenges
• The content challenge (DCIs and CCs)• The “how science works” challenge (SEPs)• The time challenge—
Pressure to concentrate solely on ELA and mathematics (tested subjects)
All impact the perseverance challenge.
THE CONTENT CHALLENGE
Addressing Science Phobia and Alternative Conceptions
Addressing Science PhobiaElementary teachers often have:• Minimal science content
preparation• Math and science anxiety• Low confidence and self-
efficacy for science
And may avoid teaching science in the classroom.
http://photo.net/photodb/photo?photo_id=397189
Wenner, 1993; Tosun, 2000; Bursal & Paznokas, 2006
Addressing Science Phobia• Science is for everyone
– “Ok, scientists, let’s get to work…”– Use group work for peer support
• It’s OK not to know– Inquiry activities that start with a
question (not confirmation)
• Connect content to relevant and local issues– Lakeshore bluff erosion, local
geology, and frackingRamey-Gassert & Shroyer, 1992
Respectfully Confronting
Alternate Conceptions
http://picture-book.com/files/userimages /43u/classroom.jpg
• Elicit through probes– “Before you Begin” questions– Formative assessment
probes
• Acknowledge without judgment– Phrase as children’s ideas
• Assess– Identify and correct alternate
conceptions
Respectfully Confronting Alternate Conceptions
Transition from State Standards to the NGSS
FL 2nd Grade Benchmarks• Recognize that Earth is made
up of rocks. Rocks come in many sizes and shapes.
• Describe how small pieces of rock and dead plants and animal parts can be the basis of soil and explain the process by which soil is formed.
• Classify soil types based on color, texture, the ability to retain water, and the ability to support plant growth.
NGSS• 2-ESS2-1. Compare
multiple solutions designed to show or prevent wind or water from changing the shape of the land.
Unpacking the PEs
2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
What would 2nd graders (and their teachers) need to know to be able to meet the PE?
THE HOW SCIENCE WORKS AND TIME CHALLENGES
Nature of Science and Cross-Curricular Integration
Nature of Science“The practices describe behaviors that scientists engage in as
they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use
as they design and build models and systems.” http://www.nextgenscience.org/three-dimensions
“Science is characterized by the systematic gathering of information through various forms of direct and indirect observations and the
testing of this information by methods including, but not limited to, experimentation. The principal product of science is knowledge in the form of naturalistic concepts and the laws and theories related
to those concepts.”http://www.nsta.org/about/positions/natureofscience.aspx
Nature of Science in the NGSS• Scientific Investigations Use a Variety of
Methods• Scientific Knowledge is Based on Empirical
Evidence• Scientific Knowledge is Open to Revision in
Light of New Evidence• Scientific Models, Laws, Mechanisms, and
Theories Explain Natural Phenomena• Science is a Way of Knowing• Scientific Knowledge Assumes an Order and
Consistency in Natural Systems• Science is a Human Endeavor• Science Addresses Questions About the
Natural and Material World
Nature of Science in the NGSS• An explicit and reflective
approach– Discuss NOS during content
work – asking questions, arguing from evidence, develop models, etc.
– Reflect on NOS during work
• Using History of Science– Case studies from history to
illustrate examples of NOS
Duschl, 2000; Lederman & Lederman, 2004; Krajcik & Merritt, 2012; Reiser, et al., 2012
Pay Attention to Vocabulary
• “The” Scientific Method• Science definition vs. common
usage: theory, law, argument • Overgeneralization: hypothesis,
experiment• Similar meanings across
academic disciplines: prediction, inference, argument, analyze
Common Practices Across Disciplines
NGSS SEP
CCSS ELA Anchor StandardsCCSSM SMP*
Reasoning with models
Mathematical andcomputational thinking
Engaging in evidence-based argumentation, including critiquing others’ reasoning (orallyand in writing)
*SMP= Standards for Mathematical Practices
Reinforcing Mathematics Skills
• Measurement—base 10 and fraction concepts• Representing data—graphs, data tables
An Example--ESS2A: Earth Materials and Systems
2nd Grade
• Composition of soil• Stream table• Wind erosion (straw
or small fan)
THE PERSEVERANCE CHALLENGETying it all Together
The Perseverance Challenge(putting it all together)
• Need for sustained interaction*, social media• Help with quality resources
Science and ChildrenASK Teachers ProjectMake it, take it
*Loucks-Horsley et al., 2010
ReferencesBursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to
teach mathematics and science. School Science and Mathematics, 106(4), 173-180.Duschl, R. (2000). Making the Nature of Science Explicit. In R. Millar, J. Leech & J. Osborne (Eds.), Improving
Science Education: The Contribution of Research. Philadelphia, PA: Open University Press.Krajcik, J., & Merritt, J. (2012). Engaging Students in Scientific Practices: What Does Constructing and
Revising Models Look Like in the Classroom? Understanding A Framework for K-12 Science Education. The Science Teacher, 79, 38-41.
Lederman, N., & Lederman, J. (2004). Revising Instruction to Teach Nature of Science: Modifying Activities to Enhance Students’ Understanding of Science. The Science Teacher, 71(9), 36-39.
Loucks-Horsley, S. Stiles, K. E., Mundry, S., Lover, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics, Third Edition. Thousand Oaks, CA: Sage
Ramey-Gassert, L., & Shroyer, G. M. (1992). Enhancing science teaching self-efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4(1), 26-34.
Reiser, B., Berland, L, & Kenyon, L. (2012). Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding A Framework for K-12 Science Education. The Science Teacher, 79(4), 8-13.
Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379.
Wenner, G. (1993). Relationships between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), 461-468.
Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p ET
May 12, 2016 Ed Geary, “Building a State Coalition for NGSS-ESS”
Fall: Introducing Teachers to NGSS, A Tour of NSTA NGSS-ESS resources 7/18-22/16 Earth Educators Rendezvous
Early-Bird Registration Deadline: May 2, 2016
➢ Email list: http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html
Thank you!
Contact information:Susan Sullivan [email protected], 303-492-5657Aida [email protected] [email protected]