Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards Proceedings of a Workshop (2018) / Chapter Skim
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2 Current State of K12 Science Instruction
2 Current State of K12 Science Instruction
Pages 7-20
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From page 7... ...
To that end, workshop participants gained insights from a national survey of science and mathematics teachers and from panelists representing state, district, school, and teacher perspectives. THE CURRENT STATE OF SCIENCE CURRICULUM AND INSTRUCTION IN THE UNITED STATES Sean Smith from Horizon Research presented data from the 2012 National Survey of Science and Mathematics Education (NSSME)
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From page 8... ...
In grades 4–6, about one-third of classes received science instruction almost every day, one-third received science instruction 1–3 days per week, and one-third received science instruction less than weekly. Across all elementary grades when science is taught, teachers spend on average 20 minutes per lesson, compared with approximately 90 minutes and 1 hour devoted to reading and mathematics, respectively.
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From page 9... ...
As shown in Figure 2-1, between 72 and 83 percent of classes include small-group instruction, but between 55 and 70 percent of classes employ hands-on activities, and between 54 and 64 percent of classes require the use of evidence to support claims across all grades at least once per week. Between 22 and 28 percent of classes use small-group instruction in all or almost all of their Have students work in small groups Do hands-on/laboratory activities Require students to supply evidence for claims Percentage of Classes Have students represent and/or analyze data using tables, charts, or graphs Have students write their reflections in class or for homework Engage the class in project-based learning activities Percentage of Classes FIGURE 2-1 Science classes using potentially NGSS-aligned activities at least once a week.
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From page 10... ...
Nearly one-third of teachers report that they use primarily noncommercial materials. In middle and high school, teachers more often use a single textbook, but still a Explain science ideas to the whole class Have students read from a science textbook, module, or other science related material in class Have students pracƟce for standardized tests Percentage of Classes FIGURE 2-2 Science classes using less potentially NGSS-aligned activities at least once a week.
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From page 11... ...
Smith reported that preliminary interviews with 5th-grade teachers from another study illustrate that topical alignment and the potential for student engagement may be important considerations that teachers weigh when they select materials for science education. NSSME data show that of those teachers who use at least one commercially published material, 35 percent of elementary teachers use the material 75–100 percent of the time.
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From page 12... ...
CURRENT SCIENCE INSTRUCTION EFFORTS AND NEEDS: STATES, DISTRICTS, SCHOOLS, AND TEACHERS Tiffany Neill of the Oklahoma State Department of Education and Council of State Science Supervisors moderated a panel discussion on how states, districts, and schools are responding to the challenges of selecting materials and implement ing the NGSS. A panel of three teachers, representing elementary, middle, and high school science education, also presented their views on implementing instructional materials in their science classrooms.
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From page 13... ...
He has worked over the last 7 years since the development of A Framework for K–12 Science Education (hereafter referred to as "the Framework"; National Research Council, 2012) and through the adoption of South Dakota's science standards in 2015 to provide professional development and implementation of the standards.
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From page 14... ...
These findings are consistent with other states, which has allowed states to collaborate and develop plans together based on the needs of teachers and aligned to the Framework, he said. A District Experience James Ryan, STEM executive director for the San Francisco Unified School District, has primary responsibility for implementing standards and overseeing the teams that carry out that implementation for the district's 57,000 students across 120 schools.
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From page 15... ...
They engaged in a process of gathering feed back and videotaping observations, evaluated against the standards by a team of internal and external experts, using EQuIP at the elementary level. According to Ryan, by involving teachers in the process of developing or improving curriculum, teachers are more invested in its success.
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From page 16... ...
Cowart described how Louisiana encourages the adoption of high-quality instructional materials. Because the choice of curriculum is the decision of local districts, Louisiana educates districts by providing curriculum ratings and has also developed ways to "make the smart choice the easiest choice." The state depart ment of education provides free training on highly rated curriculum materials and helps smooth the acquisition process for these materials through state contracts.
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From page 17... ...
Science Teacher Experiences Three teachers -- one each from elementary, middle, and high school -- described their experiences implementing, adapting, and evaluating science curriculum mate rials in their classrooms. Tiffany Neill moderated a panel discussion among the teachers and participants.
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From page 18... ...
She explained that her journey implementing a science curriculum began 31 years ago with being handed a textbook and thinking "What do I do with it? " In that pre-Internet era, she availed herself of summer professional development opportunities because they provided the only access she had to different ways of thinking and different resources for science education.
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From page 19... ...
Adapting curricula is important, Aguirre stated, because "it's very difficult to argue for a single curriculum that's going to meet every single child's needs, every single teacher need." In her view, teachers must have a voice in contributing to curriculum development and improvement, but expertise from researchers, especially related to science content, is still essential. Murphy noted that teacher collaboration with curriculum designers is important to account for the realities of teaching (e.g., preparation time not valued)
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From page 20... ...
She suggested that developers and researchers work closely with individuals at the state and district levels, who can help provide valu able information about the systems in which materials would be used and about the barriers to implementation. Neill also urged participants to consider codesign ing materials with teachers or others who will adopt the curricula.
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