ERIC Number: EJ1188291
Record Type: Journal
Publication Date: 2015
Pages: 39
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1087-3430
EISSN: N/A
Scientific Explanations: A Comparative Case Study of Teacher Practice and Student Performance
Hoffenberg, Rebecca; Saxton, Emily
Electronic Journal of Science Education, v19 n5 2015
"A Framework for K-12 Science Education," the foundation for the Next Generation Science Standards (NGSS), identifies scientific explanation as one of the eight practices "essential for learning science" (National Research Council, 2012, p. 41). In order to design professional development so teachers can implement these new standards, we need to assess students' current skill levels in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This case study investigated teacher practice in two high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples. Teacher Instructional Portfolios (TIPs) were analyzed qualitatively based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined, and five factors that support students in producing scientific explanations that align with the NGSS were identified: (1) strong content knowledge regarding the theory underlying the science inquiry investigation, (2) balanced pedagogical techniques, (3) previous experience conducting science inquiry, (4) an open-ended investigation topic, and (5) clear expectations for explanation construction aligned with relevant standards.
Descriptors: Case Studies, Science Instruction, Teaching Methods, Best Practices, Units of Study, High School Students, Standards, Portfolios (Background Materials), Secondary School Teachers, Scientific Research, Difficulty Level, Pedagogical Content Knowledge
Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Grant or Contract Numbers: N/A