T138 Practical Advice for In-Service and Pre-Service K–12 Earth Science Teacher Preparation and Professional Development

Monday, 23 October 2017
1:30 PM - 5:30 PM
Room 3A

NEXT-GEN EARTH AND SPACE SCIENCE LITERACY INSTRUCTION AND EXPERTISE (NESSLIE): A PROFESSIONAL DEVELOPMENT PROJECT TO IMPROVE MIDDLE SCHOOL SCIENCE TEACHERS’ UNDERSTANDING AND EFFICACY OF NGSS EARTH SCIENCE CONTENT AND PEDAGOGY

Paper number: T138-11
Program: Technical Sessions
Time: 4:00 PM – 4:15 PM

Authors

Abstract

Connecticut, among other states, adopted the Next Generation Science Standards (NGSS). To support teachers, the Next-Gen Earth and Space Science Literacy Instruction Expertise (NESSLIE), an intensive federally-funded professional development (PD) grant project, improved over 40 middle school science teachers’ earth science pedagogical content knowledge. The NESSLIE project goal was to build middle school science teachers’ understanding, efficacy, and competency in content, instruction, and assessment aligned with the Earth and Space Science (ESS) Disciplinary Core Ideas as well as the instructional shifts that support full implementation of NGSS three-dimensional learning and disciplinarily literacy practices aligned to the Common Core State Standards (CCSS).

To meet the project goal, teacher participants, each summer over three-years, completed seven 12- to 15-hour ESS units, designed and peer-reviewed by the PD project team (e.g. geoscience content, science education, and literacy faculty). To ensure quality and fidelity to NGSS and CCCS, the project team adhered to the following criteria in developing the ESS units: 1) initiate with a real-world phenomenon (e.g. solar eclipse); 2) follow a validated instructional model (e.g. 5E Learning Cycle); 3) use three-dimensional learning with a focus on high-leverage practices (modeling, explanation, and argumentation); 4) promote CCSS-aligned reading, writing, and oral discourse strategies; 5) embed multiple formative assessments; and 6) include a three-dimensional summative performance assessment. A unit design rubric was developed based on these criteria for the peer review process. Furthermore, teacher participants used these ESS units and adapted them for implementation with their students. Based on evidence collected from this project (e.g. surveys, interviews, classroom videos), teacher participants made significant gains in their content knowledge as well as delivered the instructional shifts related to NGSS and CCSS. One of the most significant changes was teachers’ efficacy of three-dimensional learning and the embedded literacy practices as part of their science instruction. The design of this project and some general findings of its success will be shared.

Geological Society of America Abstracts with Programs. Vol. 49, No. 6

doi: 10.1130/abs/2017AM-304712

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