The Three-Story Challenge: Implications of the "Next Generation Science Standards" for Teacher Preparation

Autor/inn/en	Windschitl, Mark A.; Stroupe, David
Titel	The Three-Story Challenge: Implications of the "Next Generation Science Standards" for Teacher Preparation
Quelle	In: Journal of Teacher Education, 68 (2017) 3, S.251-261 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117696278
Schlagwörter	Science Education; National Standards; Lesson Plans; Familiarity; Teacher Role; Student Role; Guidelines; Teacher Educators; Teaching Methods; Science Teachers; Teacher Education; Pedagogical Content Knowledge; Equal Education; Educational Change; Criticism; Scaffolding (Teaching Technique); Classroom Environment; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Lesson planning; Unterrichtsplanung; Lehrerrolle; Richtlinien; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Bildungsreform; Kritik; Klassenklima; Unterrichtsklima
Abstract	The foundational document of the current science standards movement--the "Framework for K-12 Science Education"--is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the "Framework," to inform the design of courses and other preparatory experiences for novices. This implementation strategy contrasts with an alignment approach, in which novices would be asked to familiarize themselves with the "Next Generation Science Standards" ("NGSS"), integrate student performance expectations into lesson plans, and teach activities similar to those described in the "NGSS." We describe the more principled approach as a "three-story challenge" in which students, teachers, and teacher educators have responsibilities to learn and to take up new roles in the educational system that are fundamentally different from the status quo. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01