Student understanding of scientific practices and crosscutting themes via an NGSS–targeted curriculum and instruction project

Josh Sheldon; Susan A. Yoon; Jessica Koehler-Yom; Murat Oztok; Emma Anderson; Ilana Schoenfeld; Hal Scheintaub; Daniel Wendel; Eric Klopfer

Student understanding of scientific practices and crosscutting themes via an NGSS–targeted curriculum and instruction project

Josh Sheldon, Susan A. Yoon, Jessica Koehler-Yom, Murat Oztok, Emma Anderson, Ilana Schoenfeld, Hal Scheintaub, Daniel Wendel, Eric Klopfer

Research output: Contribution to conference › Oral Presentation/ Invited Talk

Abstract

Conceptualizing, implementing, and interpreting experiments is a key part of building scientific knowledge (Lawson, 2010; Zimmerman, 2007). The Next Generation Science Standards (NGSS) emphasize understanding and engaging in scientific practices, and underscore the need for additional research into how to help students develop these types of skills (NGSS Lead States, 2013). Students and teachers each bring their own ideas and experiences about how scientific knowledge is established into the science classroom. This set of research studies explores the topic of experimentation from those dual viewpoints in order to inform the development of curriculum and preparation of teachers.

Original language	English
Publication status	Published - 16 Apr 2016
Externally published	Yes
Event	2016 NARST Annual International Conference: Toward Equity and Justice: Many Different Voices, Cultures, and Languages in Science Education Research for Quality Science Learning and Teaching - Renaissance Baltimore Harborplace Hotel, Baltimore, United States Duration: 14 Apr 2016 → 17 Apr 2016 https://narst.org/conferences/2016-annual-conference

Conference

Conference	2016 NARST Annual International Conference: Toward Equity and Justice
Abbreviated title	NARST 2016
Country/Territory	United States
City	Baltimore
Period	14/04/16 → 17/04/16
Internet address	https://narst.org/conferences/2016-annual-conference

Cite this

Student understanding of scientific practices and crosscutting themes via an NGSS–targeted curriculum and instruction project. / Sheldon, Josh; Yoon, Susan A.; Koehler-Yom, Jessica et al.
2016. 2016 NARST Annual International Conference: Toward Equity and Justice, Baltimore, Maryland, United States.

Research output: Contribution to conference › Oral Presentation/ Invited Talk

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abstract = "Conceptualizing, implementing, and interpreting experiments is a key part of building scientific knowledge (Lawson, 2010; Zimmerman, 2007). The Next Generation Science Standards (NGSS) emphasize understanding and engaging in scientific practices, and underscore the need for additional research into how to help students develop these types of skills (NGSS Lead States, 2013). Students and teachers each bring their own ideas and experiences about how scientific knowledge is established into the science classroom. This set of research studies explores the topic of experimentation from those dual viewpoints in order to inform the development of curriculum and preparation of teachers. ",

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year = "2016",

month = apr,

day = "16",

language = "English",

note = "2016 NARST Annual International Conference: Toward Equity and Justice : Many Different Voices, Cultures, and Languages in Science Education Research for Quality Science Learning and Teaching, NARST 2016 ; Conference date: 14-04-2016 Through 17-04-2016",

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T1 - Student understanding of scientific practices and crosscutting themes via an NGSS–targeted curriculum and instruction project

AU - Sheldon, Josh

AU - Yoon, Susan A.

AU - Koehler-Yom, Jessica

AU - Oztok, Murat

AU - Anderson, Emma

AU - Schoenfeld, Ilana

AU - Scheintaub, Hal

AU - Wendel, Daniel

AU - Klopfer, Eric

PY - 2016/4/16

Y1 - 2016/4/16

N2 - Conceptualizing, implementing, and interpreting experiments is a key part of building scientific knowledge (Lawson, 2010; Zimmerman, 2007). The Next Generation Science Standards (NGSS) emphasize understanding and engaging in scientific practices, and underscore the need for additional research into how to help students develop these types of skills (NGSS Lead States, 2013). Students and teachers each bring their own ideas and experiences about how scientific knowledge is established into the science classroom. This set of research studies explores the topic of experimentation from those dual viewpoints in order to inform the development of curriculum and preparation of teachers.

AB - Conceptualizing, implementing, and interpreting experiments is a key part of building scientific knowledge (Lawson, 2010; Zimmerman, 2007). The Next Generation Science Standards (NGSS) emphasize understanding and engaging in scientific practices, and underscore the need for additional research into how to help students develop these types of skills (NGSS Lead States, 2013). Students and teachers each bring their own ideas and experiences about how scientific knowledge is established into the science classroom. This set of research studies explores the topic of experimentation from those dual viewpoints in order to inform the development of curriculum and preparation of teachers.

UR - https://narst.org/sites/default/files/2019-07/2016_Abstracts.pdf

M3 - Oral Presentation/ Invited Talk

T2 - 2016 NARST Annual International Conference: Toward Equity and Justice

Y2 - 14 April 2016 through 17 April 2016

ER -

Student understanding of scientific practices and crosscutting themes via an NGSS–targeted curriculum and instruction project

Abstract

Conference

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