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Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

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Journal of Science Teacher Education

Abstract

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers’ practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

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Authors and Affiliations

  1. Department of Learning, Teaching and Curriculum, University of Missouri, 123 Townsend Hall, Columbia, MO, 65211, USA

    Deborah L. Hanuscin & Laura Zangori

  2. Department of Physics and Astronomy, University of Missouri, 123 Townsend Hall, Columbia, MO, 65211, USA

    Deborah L. Hanuscin

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  1. Deborah L. Hanuscin
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  2. Laura Zangori
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Correspondence to Deborah L. Hanuscin.

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Hanuscin, D.L., Zangori, L. Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education. J Sci Teacher Educ 27, 799–818 (2016). https://doi.org/10.1007/s10972-016-9489-9

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  • DOI: https://doi.org/10.1007/s10972-016-9489-9

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