An Analysis of Science Instruction for the Science Practices: Examining Coherence across System Levels and Components in Current Systems of Science Education in K-8 Schools

Autor/inn/en	Cherbow, Kevin; McKinley, Megan T.; McNeill, Katherine L.; Lowenhaupt, Rebecca
Titel	An Analysis of Science Instruction for the Science Practices: Examining Coherence across System Levels and Components in Current Systems of Science Education in K-8 Schools
Quelle	In: Science Education, 104 (2020) 3, S.446-478 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cherbow, Kevin) ORCID (McNeill, Katherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21573
Schlagwörter	Science Instruction; Teaching Methods; Educational Change; Science Education; Educational Practices; Principals; Hands on Science; Kindergarten; Science Tests; Teacher Supervision; State Standards; Elementary School Students; Middle School Students; Scientific Literacy + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Naturwissenschaftliche Bildung; Bildungspraxis; Principal; Schulleiter; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Recent reforms in science education advocate for a vision of learning where students "figure out" science ideas through engagement in science practices. Consequently, there have been significant efforts to engage K-12 students in the science practices. However, less research attention has been given to understand how this science-as-practice vision manifests across systems of science education. Therefore, we analyzed how coherence among system levels (vertical coherence) and components (horizontal coherence) emerged in science instruction and influenced alignment to current science practice reform. We situated instruction in school systems by shadowing four school principals as they supervised science teaching over 4 months. In each school, we observed institutional settings where efforts to implement science reform were largely assimilated into the school's current instructional and administrative systems. These systems prioritized the coverage of state test-related information, the promotion of literacy skills, and the importance of "hands-on" science learning. Therefore, we need to create conditions that support educators in translating reform efforts into a reliable working infrastructure in their teaching practice. Further, we suggest greater attention be given to local protocols to collectivize action across system levels and components to develop coherent and user-centered solutions for implementation of science reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01