Documente Academic
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National University
Abstract
The following paper is a literature review that partially meets the requirements to fulfill Domain
F of the California Teaching Performance Expectations (TPEs) that set the standard for a
Professional Educator. This literature review discusses current research into effective
professional learning for science teachers since the debut of the Next Generation Science
Standards (NGSS) in 2013. Connections are made to these innovative professional learning
Introduction
professional educator (2013, p. 17). This domain gives specific guidelines for the professional,
legal, and ethical obligations of teachers as well as their responsibilities for professional growth.
Teachers are expected, and often required to improve their content knowledge and teaching
practices through constant reflection and professional learning. For science teachers I feel that
this is especially important as new knowledge is constantly being created in the science field.
Additionally, with the Next Generation Science Standards (NGSS) and the Framework for K-12
Science Education that debuted in 2013 and 2012, respectively, there has been an increased need
for science teachers to improve and refine their teaching practices and content knowledge
(National Research Council, 2012; National Research Council, 2013). The following literature
review discusses current trends that suggest a new direction for professional learning for science
The NGSS and Framework require a method for science teaching that is radically
different from traditional methodologies. Reiser et al. (2017) explain that they “articulate a
science and engineering practices, disciplinary core ideas (DCIs), and crosscutting concepts” (p.
280). This proposed 3D learning engages students “in science and engineering practices to
develop and use science ideas to make sense of phenomena or solve problems” (Reiser et al.,
2017, p. 280). This shift in focus has a critical influence on science teacher professional learning.
Reiser et al. (2017) found that peer-facilitated teacher study groups helped teachers develop a
proficiency in 3D science, increase their confidence and develop more positive beliefs about
DOMAIN F LITERATURE REVIEW 4
science teaching and learning, and feel more prepared to incorporate science and engineering
practices in their instruction (pp. 287-289). The peer-facilitated teacher study groups were
comprised of teacher facilitators who had an expertise in 3D learning and facilitating teacher
study groups; and teacher study groups, led by the teacher facilitator “in 3D science activities,
analyzing student learning, and investigating classroom interactions” (Reiser et al., 2017, p. 280).
As mentioned previously, the Framework and NGSS focus on students solving problems
or investigating phenomena. This problem-based learning style has been found to be an effective
strategy for science teacher professional development as well (McConnell, Parker, & Eberhardt,
2013). Science educators have realized the necessity of improving science teachers’ content
knowledge through the same methods they will be using in their own classrooms with their K-12
beyond learning isolated ideas” (McConnell et al., 2013, p. 217). Another challenge in science
education is the diverse backgrounds of teachers which results in varied content knowledge.
understanding for teachers from all grades, even though participants entered the project with
Conclusion
What both of these resources had in common was the professional growth of science
teachers through consistent and sustained support that was authentic and collaborative. These are
the types of professional development opportunities that science teachers need to participate in as
the NGSS are being fully implemented around California. If teachers are to continuously
improve and grow they need to remember that they “take responsibility for student academic
learning outcomes” (California TPEs, 2013, p. 17). For science teachers that involves increasing
DOMAIN F LITERATURE REVIEW 5
and/or refining content knowledge and becoming experts in innovative teaching strategies
References
Retrieved from
https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-
2013.pdf
McConnell, T. J., Parker, J. M., & Eberhardt, J. (2013). Problem-based learning as an effective
10.1080/00098655.2013.826486.
National Research Council. (2012). A framework for K-12 science education: Practices,
crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
National Research Council. (2013). Next generation science standards. Washington, DC:
Reiser, B. J., Michaels, S., Moon, J., Bell, T., Dyer, E., Edwards, K. D., . . . .Park, A. (2017).