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Finding Alignment: The Perceptions and Integration of the Next Generation Science Standards Practices by Elementary Teachers

机译：寻找一致性：初级教师对下一代科学标准实践的理解和整合

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摘要

Preparing elementary-level teachers to teach in alignment with the eight Next Generation Science Standards (NGSS) practices could prove to be a daunting endeavor. However, the process may be catalyzed by leveraging elements of teacher science instruction that inherently attend to the practice standards. In this study, we investigated the science instruction of three grade 3-5 elementary-level teachers. We used observation, interviews, and surveys to determine the level to which the teachers perceived they taught and engaged in teaching science aligned with the eight NGSS practices. We found that the teachers were partially, and intrinsically implementing several of these practices in their instruction, and at the same time could not articulate the eight NGSS practices. Our results suggest there may be ample opportunity to build on the current science instruction of elementary-level teachers to bring their instruction into alignment with the NGSS. We found that teachers' perceive professional development, school culture, and access to additional instructional resources to be essential to their adoption of the NGSS practices.
机译：准备与八项《下一代科学标准》（NGSS）实践保持一致的基础教师教学可能是一项艰巨的任务。但是，可以通过充分利用符合实践标准的教师科学指导要素来促进这一过程。在这项研究中，我们调查了3-5年级的3位小学教师的科学教学。我们使用观察，访谈和调查来确定教师认为自己所教和从事科学教学的水平，与八种NGSS做法保持一致。我们发现，教师在他们的指导中部分地且本质上实施了其中的一些实践，而同时却无法清楚地表达这8种NGSS的实践。我们的结果表明，可能有足够的机会在基础教师的当前科学教学基础上，使他们的教学与NGSS保持一致。我们发现，教师认为专业发展，学校文化以及获得更多教学资源对于他们采用NGSS做法至关重要。

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