Redesign or Relabel? How a Commercial Curriculum and Its Implementation Oversimplify Key Features of the NGSS

Autor/inn/en	Lowell, Benjamin R.; Cherbow, Kevin; McNeill, Katherine L.
Titel	Redesign or Relabel? How a Commercial Curriculum and Its Implementation Oversimplify Key Features of the NGSS
Quelle	In: Science Education, 105 (2021) 1, S.5-32 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lowell, Benjamin R.) ORCID (Cherbow, Kevin) ORCID (McNeill, Katherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21604
Schlagwörter	Academic Standards; Science Education; Science Curriculum; Alignment (Education); Curriculum Development; Middle Schools; Curriculum Implementation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Middle school; Mittelschule; Mittelstufenschule
Abstract	The adoption of the Next Generation Science Standards (NGSS) requires many teachers to drastically change their classroom instruction. Curricular materials offer a tool to support this transition, but there are questions about the degree to which available curricula truly reflect the shifts required by the NGSS. This study proposes a framework of four key elements of NGSS design that can be used to analyze both curriculum and instruction for alignment to the NGSS. The four key elements include phenomenon-based, three-dimensional, supports student epistemic agency, and coherent. We used this analytic framework to analyze one commercially available middle school curriculum and its implementation in two classrooms. We found that the curriculum and instruction oversimplified the complex vision of science learning required by using natural phenomena primarily as hooks or examples, creating lessons in which students engaged in core ideas and science practices but separately in service of different goals, placing the cognitive load on the teacher to do most of the sensemaking rather than the students, and having the teacher, rather than the students, build coherence between the lessons. Our work suggests that future curriculum should focus on asking students to tell a how and why story around a phenomenon to support three-dimensionality, student epistemic agency, and coherence. Furthermore, future work should explore how educative elements can highlight and illustrate the vision of NGSS-aligned instruction and the use of well-aligned curricula in a variety of settings including curriculum-based professional development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01