Helping Science Teachers Experience Phenomena-Based Science Learning and Understand the NGSS. Final Report of the Exploratorium Teacher Institute's NIH-SEPA Project

Autor/inn/en	Mitchell, Heather; Phillips, Michelle; Stokes, Laura
Institution	Inverness Research
Titel	Helping Science Teachers Experience Phenomena-Based Science Learning and Understand the NGSS. Final Report of the Exploratorium Teacher Institute's NIH-SEPA Project
Quelle	(2019), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Teachers; Science Instruction; Academic Standards; Teaching Methods; Faculty Development; Elementary Secondary Education; School Districts; Scientific Concepts; Educational Change; Barriers + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Bildungsreform
Abstract	The story of the Teacher Institute's NIH-SEPA grant is about evolution and lessons learned in the time of NGSS. This final report is in four modules. Module 1 provides background, a summary of key takeaways from the evaluation, and an overview of Modules 2, 3, and 4. Module 2 summarizes why and how the Teacher Institute's NIH-SEPA work evolved away from the original vision. It emphasizes the lessons TI scientist-educators learned about NGSS, about supporting teachers in addressing NGSS, and about the involvement of scientists in this endeavor. Module 3 portrays the trajectory of a teacher's professional learning over the period of the SEPA grant. The case opens a window onto the realities that districts face as they attempt to address the NGSS in their districts. Module 4 includes accounts of how three experienced TI alumni anchor their science teaching to phenomena. All three teachers' use of phenomena-based approaches emphasize their efforts to make the science learning not only engaging but deeply relevant to the students. Each profile includes sample artifacts of teaching and learning. The profiles exemplify the kind of teaching that the Teacher Institute supports and that aligns with NGSS. (As Provided).
Anmerkungen	Inverness Research. P.O. Box 313, Inverness, CA 94937. Tel: 415-669-7156; Fax: 415-669-7186; e-mail: webdev@inverness-research.org; Web site: http://www.inverness-research.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01