Results for Next Generation Science Standards
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Swanson, L. H., Bianchini, J. A., & & Lee, J. S. (2014). Engaging in argument and communicating information: A case study of English language learners and their science teacher in an urban high school. Journal for Research in Science Teaching, 51(1), 31–64. doi:10.1002/tea.21124

In this study, the researchers investigated opportunities and challenges English language learners (ELLs) faced while learning the scientific practices of argumentation and communication of findings (NGSS practices 7 and 8; NGSS Lead States, 2013). Specifically, they asked how the teacher engaged ELLs in argumentation and communication and how the ELLs actually used these practices.

Moore, T. J., Tank, K. M., Glancy, A. W., & Kersten, J. A. (2015). NGSS and the landscape of engineering in K–12 state science standards. Journal of Research in Science Teaching, 52(3), 296–318. doi:10.1002/tea.21199

The Next Generation Science Standards (NGSS) represent a dramatic shift in expectations for K–12 science education, particularly in its inclusion of engineering design. To understand the shifts that schools may need to make, Moore, Tank, Glancy, and Kersten examine the ways in which state K–12 science standards, prior to the adoption of NGSS, included engineering.

Rodriguez, A. J. (2015). What about a dimension of engagement, equity, and diversity practices? A critique of the Next Generation Science Standards. Journal of Research in Science Teaching, 52(7), 1031–1051. doi:10.1002/tea.21232

The Next Generation Science Standards (NGSS) make important strides to address equity in science education. However, lessons from past reform efforts should encourage us to pause to ask if they do enough. Rodriguez provides a three-pronged critique of the K–12 Framework and NGSS and suggests steps to make issues of equity more central moving forward

Birmingham, D., & Calabrese Barton, A. (2014). Putting on a green carnival: Youth taking educated action on socioscientific issues. Journal of Research in Science Teaching, 51(3), 286–314.

Through a critical ethnography, Birmingham and Calabrese Barton examined why and how a group of six middle school girls took civic action, defined as “educated action in science,” after studying green energy in an afterschool science program. The paper follows the students’ process in planning and implementing a carnival to engage their community in energy conservation and efficiency issues.

Allen, C. D., & Penuel, W. R. (2014). Studying Teachers’ Sensemaking to Investigate Teachers' Responses to Professional Development Focused on New Standards. Journal of Teacher Education, 66(2), 136–149. doi:10.1177/0022487114560646

In this research article, Allen and Penuel investigate how science teachers make decisions about implementation of reform based on their understanding of coherence between professional development and the standards, curriculum and assessment in their local context. This research will support ISE that design and facilitate science teacher professional development.

Manz, E. (2014). Representing Student Argumentation as Functionally Emergent From Scientific Activity. Review of Educational Research. doi:10.3102/0034654314558490

This literature review raises questions about how scientific argumentation is taught in schools. Manz argues that argumentation needs to be situated in real scientific questions and practices and makes suggestions for how to make argumentation an authentic science activity for students.