Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

Autor/inn/en	Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy
Titel	Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms
Quelle	In: Research in Science Education, 48 (2018) 6, S.1321-1337 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9604-0
Schlagwörter	Science Instruction; Inquiry; Elementary School Teachers; Elementary School Students; Kindergarten; Grade 1; Engineering; Barriers; Questioning Techniques; Planning; Data Analysis; Mathematics Skills; Computation; Data Collection; Information Dissemination; Scientific Methodology + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Maschinenbau; Befragungstechnik; Fragetechnik; Ablaufplanung; Planungsprozess; Auswertung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Data capture; Datensammlung; Informationsverbreitung
Abstract	The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized "the scientific method" and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01