2015 Conference Archive (Archived)
Session Format
Poster Session (60 minutes)
Copyright
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Location
Holiday Inn
Second Time and Location
Friday, March 6 from 11:35-12:00 p.m. at the Nessmith-Lane Conference Center
Abstract for the conference program
This poster presentation will present ongoing research on the Science Practices in the Classroom Matrix (SPCM), an analytical tool used for identifying the level of sophistication of scientific practices occurring in classroom lessons and the level of student versus teacher centeredness. The SPCM has been used to analyze video recordings of middle grades teachers who participated in a professional development program on inquiry, the nature of science (NOS), and evolutionary concepts. Pre- and post-tests revealed participant teachers’ knowledge and views of inquiry and NOS. This poster highlights interactions, if any, between implementation of the scientific practices and teacher knowledge and views of inquiry and NOS. Implications for prospective teacher education related to using the SPCM to enhance teacher knowledge and views on the scientific practices will be addressed.
Proposal Track
Research Project
Start Date
3-5-2015 7:00 PM
End Date
3-5-2015 9:00 PM
Recommended Citation
Idsardi, Robert C. Jr; Crawford, Barbara A.; Murray, Jaclyn K.; and Ammons, James F., "Analyzing NGSS Scientific Practices in Action." (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 57.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/57
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Analyzing NGSS Scientific Practices in Action.
Holiday Inn
This poster presentation will present ongoing research on the Science Practices in the Classroom Matrix (SPCM), an analytical tool used for identifying the level of sophistication of scientific practices occurring in classroom lessons and the level of student versus teacher centeredness. The SPCM has been used to analyze video recordings of middle grades teachers who participated in a professional development program on inquiry, the nature of science (NOS), and evolutionary concepts. Pre- and post-tests revealed participant teachers’ knowledge and views of inquiry and NOS. This poster highlights interactions, if any, between implementation of the scientific practices and teacher knowledge and views of inquiry and NOS. Implications for prospective teacher education related to using the SPCM to enhance teacher knowledge and views on the scientific practices will be addressed.
