Giving Compass' Take:

• As schools adopt Next Generation Science Standards(NGSS), studies show that science teachers might not have enough professional development training to teach these new classes effectively. 

• How can schools improve professional development programs to align with new science education standards?

• Read about the struggles educators face when teaching climate change science. 

As states implement the Next Generation Science Standards(NGSS), a new study finds that simply focusing on building teachers’ content knowledge in science isn't sufficient to help students reach higher expectations.

“These science learning goals pose a challenge for educators,” the authors write. “Typical K-12 science teaching practice does not come close to matching the kind of teaching needed to support such learning.”

The study, led by Kathleen Roth of California State Polytechnic University-Pomona and appearing in the American Educational Research Journal, compares a summer professional development (PD) model focusing on deepening teachers’ subject matter knowledge to a more intense “analysis-of-practice” approach in which teachers study science content, as well as examine student work and review videos of expert teachers and their own instruction.

While the study focuses on PD related to science instruction, the researchers note that there are several aspects of the analysis-of-practice approach that can apply to PD more broadly, such as the element of “active learning” involving videos and student work samples and a focus on specific teaching strategies that support students’ thinking and learning about the content.

“While more experimental research is needed,” they write, “complementing such research with qualitative studies of the PD in action will provide important insights about teacher change, PD leadership, and what makes for productive teacher analysis and learning.”

Read the full article about science education by Linda Jacobson at Education Dive