Planning NGSS-Based Instruction: Where Do You Start?

2000

Journal of Geoscience Education, 2000

Forging a link between quantitative skills and geologic problem solving is a valuable instructional approach that can guide the development of quantitative course material. A conceptual framework is presented that shows how various research tasks (for example, data collection and hypothesis development) employ certain combinations of quantitative skills (for example, graphical presentation and algebra). The framework shows how this "repertoire" of skills can be explored and strengthened by posing course assignments as research problems. An example problem, "What is the major source of nitrogen to the South Fork of the Palouse River?," illustrates implementation of all the tasks and skills in the framework via a four-week unit of coursework. Smaller units can focus on subsets of tasks and skills. Experience with units on structural geology, igneous petrology, hydrogeology, and isotope geochemistry suggests that the framework can be applied to virtually any geoscience topic at any level in the undergraduate curriculum.

The shift from science inquiry to science practices as recommended in the US reports A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and the Next Generation Science Standards has implications for classroom/school level instruction and assessment practices and, therefore, for teacher’s professional development. We explore some of these implications and the nuances of adopting a practice orientation for science education through the lens of one NGSS practice ‘Planning and Carrying Out Investigations’ (PCOI). We argue that a focus on any one practice must necessarily consider embracing a ‘suite of practices’ approach to guide in the design of the curriculum, instruction, assessment, and evaluation. We introduce the 5D model as a curriculum and instruction framework (1) to examine how unpacking PCOI can help teachers bridge to other less-familiar-to-teachers NGSS practices and (2) to help capture the ‘struggle’ of doing science by problematizing and unpacking for students the 5D component elements of measurement and observation. 1. Deciding what and how to measure, observe, and sample; 2. Developing or selecting procedures/tools to measure and collect data; 3. Documenting and systematically recording results and observations; 4. Devising representations for structuring data and patterns of observations; and 5. Determining if (1) the data are good (valid and reliable) and can be used as evidence, (2) additional or new data are needed, or (3) a new investigation design or set of measurements are needed. Our hypothesis is that the 5D model provides struggle type experiences for students to acquire not only conceptual, procedural and epistemic knowledge but also to attain desired ‘knowledge problematic’ images of the nature of science. Additionally, we further contend that PCOI is a more familiar professional development context for teachers wherein the 5D approach can help bridge the gap between the less familiar and the more complex practices such as building and refining models and explanations.

Journal of Geoscience Education v50 n4, pp363-371, 2002

Studies into students' understanding about rocks indicate most young students do not have a scientific understanding about rocks. This persists into adulthood. Students' first encounters with rocks are frequently conducted through descriptive observational studies. This approach is inductive and can create difficulties in leading students to compartmentalise rocks and see each rock as a singular entity. This fails to help students recognise and derive generalisations about the fundamental characteristics common to different generic rock groups. Researchers have suggested that input about techniques and conceptual frameworks which geologists use may prove more successful in developing students' understanding, providing they are intellectually safe and accessible. A new pedagogic approach which matches these requirements has been used to create a sequence of investigative activities enabling students to speculate, hypothesise, observe, test, reason and infer about the characteristics of rocks. The approach is framed by two questions (i) What are the key characteristics of different rock groups?, (ii) How did the rocks acquire these different characteristics? Using the knowledge and understanding acquired, students have demonstrated they can assign rocks into appropriate generic groups using the same criteria as Earth scientists. They can relate the textural characteristics to a range of rock properties.

2019

A diverse group of eight California school districts and two charter management organizations is actively implementing the Next Generation Science Standards (NGSS). Their progress, experiences, and lessons can inform others implementing the NGSS. The NGSS Early Implementers are supported by the K-12 Alliance at WestEd, and work in partnership with the California Department of Education, the California State Board of Education, and Achieve. Initiative funding is provided by the S. D. Bechtel, Jr. Foundation, with the Hastings/Quillin Fund supporting participation by the charter organizations. The Initiative spans 2014 to 2020. It focuses on NGSS implementation in grades K-8 and incorporates the integrated course model (preferred by the California State Board of Education) for middle school. Teachers are supported with strategies and tools, including an instructional framework that incorporates phenomena-based learning. This framework aligns with the three NGSS dimensions: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Using science notebooks, questioning strategies, and other approaches, students conduct investigations, construct arguments, analyze text, practice descriptive skills, articulate ideas, and assess their own understanding. Teachers engage in science lesson studies twice each year through a Teaching Learning Collaborative. In each district, the Initiative is guided by a Core Leadership Team of Teacher Leaders and administrators who participate in additional professional learning and coaching activities. Together, this core team and an extended group of Teacher Leaders are the means for scaling NGSS implementation throughout the district. Learn more about this multi-year initiative and access evaluation findings as well as instructional resources at k12alliance.org/ca-ngss.php.