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ERIC Number: EJ1139385
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-4871
The Three-Story Challenge: Implications of the "Next Generation Science Standards" for Teacher Preparation
Windschitl, Mark A.; Stroupe, David
Journal of Teacher Education, v68 n3 p251-261 May-Jun 2017
The foundational document of the current science standards movement--the "Framework for K-12 Science Education"--is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the "Framework," to inform the design of courses and other preparatory experiences for novices. This implementation strategy contrasts with an alignment approach, in which novices would be asked to familiarize themselves with the "Next Generation Science Standards" ("NGSS"), integrate student performance expectations into lesson plans, and teach activities similar to those described in the "NGSS." We describe the more principled approach as a "three-story challenge" in which students, teachers, and teacher educators have responsibilities to learn and to take up new roles in the educational system that are fundamentally different from the status quo.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A