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Next Generation Science Standards. Advancing Inquiry-based Teaching & Learning through Action Research. NGSS (2013). NGSS serves as a guideline for states, districts, schools and teachers to facilitate student learning Goals reflect what students should know and are able to do.
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Next Generation Science Standards Advancing Inquiry-based Teaching & Learning through Action Research
NGSS (2013) NGSS serves as a guideline for states, districts, schools and teachers to facilitate student learning Goals reflect what students should know and are able to do
NGSS’ Vision Click on this link to watch: NGSS’ (2013) Vision for Science Education
Facets of Inquiry • Making observations • Posing questions • Examining sources of information to learn what is already known • Planning investigation • Reviewing experimental evidence • Using tools to gather, analyze, and interpret data • Proposing answers, explanations, and predictions • Communicating results
EDUCATOR UNCERTAINTY • Together, these considerations generate the grave uncertainty that is often to blame for “teacher anxiety, frustration, and poor teaching” practices in the subject area (Capobianco, 2010).
What is Action Research? • A “systematic, self-reflective, yet collaborative inquiry approach aimed at constructing knowledge about one’s practice, with the major goals of improving and coming to a better understanding of that practice” (Carr & Kemmis, 1986; Cochran-Smith & Lytle, 1993; Stenhouse, 1975). • Practitioners’“plan, act, observe, reflect, and improve upon their educational situation,” sharing findings publically with all interested in transforming educational practices.
References • Capobianco, B. M., & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education,21(8), 909-915. • Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. Lewes, UK: Falmer. • Cochran-Smith, M., & Lytle, S. (1992). Communities for teacher research: Fringe or forefront? American Journal of Education, (100), 298–324. • Cullen, T.A., Akerson, V.L., & Hanson, D.L. (2010). Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development. Journal of Science Teacher Education, 21(8), 971-992. • Fradd, S., & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, (28), 14–20.
References (cont.) • Lebak, K., & Tinsley, R. (2010). Can inquiry and reflection be contagious? Science teachers, students, and action research. Journal of Science Teacher Education, 21(8), 953-970. • Meyer, D., Meyer, A., Nabb, K., Connel, M., & Avery, L. (2011). A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities. Research in Science Education, (43), 57-76. • Next Generation Science Standards (2013). Retrieved May 27, 2013, from http://www.nextgenscience.org/ • Stenhouse, L. (1975). Introduction to curriculum research and development. London: Heinemann.