In this paper we describe a professional development project with secondary physics and physical science teachers. This professional development supported fifteen teachers in learning the newly adopted Next Generation Science Standards (NGSS) through integrating physical science content with engineering and engineering practices. Our professional development utilized best practices in both face-to-face and virtual meetings to engage teachers in learning, implementing, and reflecting on their practice through discussion, video sharing, and micro-teaching. This paper provides details of our approach, along with insights from the teacher participants. We also suggest improvements for future practice in professional development experiences similar to this one. This article may be of use to anyone in NGSS or NGSS-like states working with either pre- or in-service science teachers.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
Angle, J. (2011). Drivers, start your glue guns: Using model stock cars to explore motion and force concepts. Science Scope, 35(4), 45–51.
Banilower E. R., Heck D. J., & Weiss I. R. (2007). Can professional development make the vision of the standards a reality? The impact of the national science foundation’s local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44, 375–395.
Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.
Blumenfeld, P., Soloway, E., Marx, R. W., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398.
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97, 369–387.
Cantrell & Hughes. (2008). Teacher efficacy and content literacy implementation: An exploration of the effects of extended professional development with coaching. Journal of Literacy Research, 40, 95-127.
Capps D. K., Crawford B.A., & Constas M. A. (2012). A review of empirical literature on inquiry professional development: alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23, 291–318.
Community for Advancing Discovery Research in Education. (2017). Emerging design principles for online and blended teacher professional development in K-12 STEM education. Waltham, MA: Education Development Center, Inc. Retrieved from http://cadrek12.org/resources/emerging-design-principles-online-and-blended-teacher-professional-development-k-12-stem.
Corcoran, T. B. (1995). Transforming professional development for teachers: A guide for state policymakers. Washington, DC: National Governors’ Association.
Cunningham, C. M., & Carlsen, W.S. (2014) Teaching Engineering Practices. Journal of Science Teacher Education, 25, 197-210.
Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by beliefs: Understanding challenges physical science teachers face when integrating engineering and physics. Journal of Pre-College Engineering Education Research, 4(2), 47-61.
Dare, E. A., Rafferty, D., Scheidel, E., & Roehrig, G. H. (2017). Flood rescue: A gender-inclusive integrated STEM curricular unit. K-12 STEM Education, 3, 193-203.
Darling-Hammond. L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi Delta Kappan, 86, 235-240.
Ellis, J., Dare, E., Voigt, M., & Roehrig, G. (2015). Rethinking the egg drop with NGSS science and engineering practices. Michigan Science Teachers Association Journal, 60(2), 61-66.
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.
Garet, M. S., Porter, A. C. , Desimone, L., Birman, B. F., & Yoon, K. S. (2001).What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38, 915–945.
Hirsch, L. S., Carpinelli, J. D., Kimmel, H., Rockland, R., & Bloom, J. (2007). The differential effects of pre-engineering curricula on middle school students’ attitudes to and knowledge of engineering careers. Published in the proceeding of 2007 Frontiers in Education Conference, Milwaukee, WI.
Koszalka, T., Wu, Y., & Davidson, B. (2007). Instructional design issues in a cross-institutional collaboration within a distributed engineering educational environment. In, T. Bastiaens & S. Carliner (Eds.), Proceedings of Work Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 1650–1657). Chesapeake, VA: AACE.
Kubitskey, B. (2006). Extended professional development for systemic reform. Unpublished doctoral dissertation. Ann Arbor: University of Michigan.
Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council. (2012). A framework for K-12 science education: Practice, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
Ortmann, L. (2015). Disciplinary literacies in STEM integration: An interpretive study of discourses within classroom communities of practice (Doctoral Dissertation). Retrieved from ProQuest Digital Dissertations. (3727938)
Richardson, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84, pp. 401–406.
Schnittka, C. G. (2009). Save the penguins STEM teaching kit: An introduction to thermodynamics and heat transfer. Auburn, AL: Auburn University.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.
Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, pp. 963–980.
York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J.K. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, CA: Corwin.