An analysis of science instruction for the science practices
Examining coherence across system levels and components in current systems of science education in K‐8 schools
Bibliographic Data
| ID | 21392920 |
|---|---|
| Authors | Kevin Cherbow (0000-0003-4281-4806, Lynch School of Education Boston College Chestnut Hill Massachusetts, corresponding author), Megan T McKinley (Lynch School of Education Boston College Chestnut Hill Massachusetts), Megan McKinley (Boston College), Katherine L Mcneill (0000-0003-3673-6637, Lynch School of Education Boston College Chestnut Hill Massachusetts), Rebecca Lowenhaupt (0000-0001-9100-1145, Lynch School of Education Boston College Chestnut Hill Massachusetts) |
| Year | 2020 |
| Volume | 104 |
| Issue | 3 |
| Pages | 446-478 |
| Publication date | 2020-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21573 |
| OpenAlex | W3007139961 |
| Language | EN |
| Citations received | 14 |
| References cited | 38 |
Recent reforms in science education advocate for a vision of learning where students figure out science ideas through engagement in science practices. Consequently, there have been significant efforts to engage K‐12 students in the science practices. However, less research attention has been given to understand how this science‐as‐practice vision manifests across systems of science education. Therefore, we analyzed how coherence among system levels (vertical coherence) and components (horizontal coherence) emerged in science instruction and influenced alignment to current science practice reform. We situated instruction in school systems by shadowing four school principals as they supervised science teaching over 4 months. In each school, we observed institutional settings where efforts to implement science reform were largely assimilated into the school's current instructional and administrative systems. These systems prioritized the coverage of state test‐related information, the promotion of literacy skills, and the importance of “hands‐on” science learning. Therefore, we need to create conditions that support educators in translating reform efforts into a reliable working infrastructure in their teaching practice. Further, we suggest greater attention be given to local protocols to collectivize action across system levels and components to develop coherent and user‐centered solutions for implementation of science reform
Action (physics) · Coherence (philosophical gambling strategy) · Mathematics education · Pedagogy · Political science · Promotion (chess) · Science education · Scientific Literacy · Situated · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
Supporting teachers through curriculum-based professional learning
State-Level Efforts to Reform Elementary Science Education
Learning to teach science during the clinical experience
The lost moral purpose of science education
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts
Revisiting the Teacher‐Curriculum Relationship
Leveraging purposes and values to motivate and negotiate reform
Professional development to support principals' vision of science instruction
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
Idle chatter or compelling conversation? The potential of the social media‐based # NGSSchat network for supporting science education reform efforts
Leading Elementary School Science
Effects of integrating a role‐playing game into a virtual reality‐based learning approach on students' perceptions of immersion, self‐efficacy, learning motivation and achievements
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
Students Really Benefited From That Hybridization
Shaping Teacher Sensemaking
Design Research
Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
Addressing the epistemic elephant in the room
Beyond the scientific method
Case Study Research
Qualitative Inquiry and Research Design
The Cambridge Handbook of the Learning Sciences
Principal's Time Use and School Effectiveness
Investigating School Leadership Practice
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Writing Ethnographic Fieldnotes, Second Edition
Instructional Leadership and the School Principal
Teaching Scientific Practices
Structural Inertia and Organizational Change
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
| Unique citing works | 14 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |