Next Generation
Science Standards
Advancing Inquiry-based Teaching & Learning through
Action Research
NGSS (2013)
Practice
Content
Real-world
Connections
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
SCIENCE TEACHING
• Coherent, rigorous inquiry-based
instruction
SCIENCE LEARNING
Direct engagement in scientific
practices in order to fully appreciate
the nature of scientific knowledge
• Requires identification of
Acquisition and application of
assumptions, use of critical and
scientific knowledge to unique
logical thinking, and consideration situations
of alternative explanations.
• Expert teachers arrange
performance expectations as
deemed necessary to support the
developmental needs of learners.
Opportunities to critically think and
reason scientifically in order to solve
real-world challenges
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
The On-going Challenge
“Many teachers have not embraced this pedagogical approach, which
encourages students to think scientifically due to the complexity of teaching in
a non-traditional, inquiry-based manner” (Fradd & Lee, 1999).
Elementary science teaching methods continue to most prevalently reflect the
use of worksheets and textbook reading of definitions (Dept. of Edu., 2000).
Despite national efforts to encourage the use of inquiry-based teaching
practices, many science teachers still do not practice science as inquiry with
their students (Lebak & Tinsley, 2010) .
“There has been a tremendous concern that our efforts are simply not resulting
in the desired level of inquiry-based teaching”
(Meyer, Meyer, Nabb, Connell & Avery, 2011).
Tensions between
Experiment & Enactment
Limiting Factors:
Lacking familiarity with scientific
inquiry processes
Lacking pedagogical content
knowledge (PCK) in science
education
The challenging application of the
practice in the real-world, diverse
context of the classroom
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.
The Promise of
Action Research
Teachers as
Inquirers
• Teachers are led to personally experience & thus more deeply
comprehend the characteristics of the process that NGSS (2013) requires
they facilitate in elementary science classrooms.
• Teachers collaborate with colleagues to study and inform their science
practice, deepening their pedagogical content knowledge, and
Teachers as
overcoming the uncertainty that is commonplace as they facilitate
collaborative
inquiry.
Learners
Teachers as
Knowledge
Generators
• Authentic data from within real elementary science classrooms can be
used to inform and improve elementary science practices, as well as
increase the potential for realistic and sustainable reform.
Recommendations
Support the Values
of Inquiry
Develop Teachers
as Researchers
Create a Culture of
Teacher Inquiry
Use Authentic Data
to Inform Reform
• Administrators:
• provide
opportunity for
shared
professional
discussion,
collegial modeling
& observation of
teaching practices
•Districts:
•offer expert
personnel,
literature, &
professional
development
meetings focused
on teaching the
nature of action
research, as well
as appropriate
research methods
• Administrators:
• maintain interest
in teachers’
inquiries,
engaging them
in related
discussion,
offering specific
resources such
as personnel and
literature, and
sharing groups’
findings
throughout the
school to inform
practice
• States and
districts:
• acknowledge
teaching as a
research-based
profession
• Support
educators to write
about findings &
attend national
science
conferences
• Use & share data
to inform
advocated inquiry
practices
• Create an open
climate for
learning within
PLC Contexts
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.