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<p>Teachers in science education play a crucial role in modeling science and engineering practices (SEPs) for effective scientific inquiry since the release of the Next Generation Science Standards (NGSS). This research explores how teachers model the process of engaging in instructional practices that draws on sociocultural learning theories by focusing on their demonstrations and exemplifications of essential questioning, problem-solving, and thinking approaches to scientific discovery. Field notes from 363 middle school teacher observations were deductively coded based on the eight SEPs outlined in <i>A Science Framework for K-12 Science Education</i>. Quantitative Ethnography (QE) and Epistemic Network Analysis (ENA) statistical modeling were employed in order to provide a deeper insight into the relationships among SEP codes and visualize their connections as they are displayed by teachers. Results show the most commonly used practice modeled across teachers was <i>Constructing explanations and designing solutions</i>, while the practice for <i>Engaging in argument from evidence</i> was less frequently seen. Differences were seen between math and science teachers in which SEPs most often occurred together, with <i>Using mathematical and computational thinking</i> and <i>Asking questions and defining problems</i> predominately co-occurring in math classes, while science teachers demonstrated the practices of <i>Constructing explanations and designing solutions</i> in tandem with <i>Obtaining, evaluating, and communicating information</i> more frequently<i>.</i> This study underscores the critical need of teachers' familiarity and comfort in using and modeling the SEPs required for scientific inquiry in order to enhance students' scientific and engineering capabilities.</p>

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Cultivating STEM Competence: Teacher Modeling of Science and Engineering Practices in Middle Schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月17日

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  • Virginia E. Clark,
  • Katherine Mulholland,
  • Devan A. Jones,
  • Stephanie M. Madison,
  • Jeff C. Marshall

摘要

Teachers in science education play a crucial role in modeling science and engineering practices (SEPs) for effective scientific inquiry since the release of the Next Generation Science Standards (NGSS). This research explores how teachers model the process of engaging in instructional practices that draws on sociocultural learning theories by focusing on their demonstrations and exemplifications of essential questioning, problem-solving, and thinking approaches to scientific discovery. Field notes from 363 middle school teacher observations were deductively coded based on the eight SEPs outlined in A Science Framework for K-12 Science Education. Quantitative Ethnography (QE) and Epistemic Network Analysis (ENA) statistical modeling were employed in order to provide a deeper insight into the relationships among SEP codes and visualize their connections as they are displayed by teachers. Results show the most commonly used practice modeled across teachers was Constructing explanations and designing solutions, while the practice for Engaging in argument from evidence was less frequently seen. Differences were seen between math and science teachers in which SEPs most often occurred together, with Using mathematical and computational thinking and Asking questions and defining problems predominately co-occurring in math classes, while science teachers demonstrated the practices of Constructing explanations and designing solutions in tandem with Obtaining, evaluating, and communicating information more frequently. This study underscores the critical need of teachers' familiarity and comfort in using and modeling the SEPs required for scientific inquiry in order to enhance students' scientific and engineering capabilities.