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Next Generation Science Standards

This project at CSU Bakersfield aims to improve the capabilities of pre-service K-8 teachers in understanding and applying the Next Generation Science Standards (NGSS). It includes two main components: SCI 325A, a capstone course in integrated life science, and EDTE 310, an early field experience in teaching. The curriculum has been revised to align closely with NGSS, incorporating engineering principles and academic literacy. Assessment methods include pre-post surveys to evaluate changes in teaching efficacy and content knowledge, demonstrating significant improvements in teachers' confidence and teaching practices.

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Next Generation Science Standards

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  1. Next Generation Science Standards Implementation in Liberal Studies at CSU Bakersfield

  2. The Project • Increase abilities of pre-service K-8 teachers in knowledge and practice of NGSS • 2 main components • SCI 325A: Integrated Science from a life science perspective • Capstone science course in Liberal studies • EDTE 310: Early field experience in teaching • Goal: Integrate and align content and practice

  3. Content: SCI 325A Integrated Science • Adjusted course content to more closely align with NGSS • Including small-scale introduction of Engineering principles • Added module on Academic Literacy • Revised lesson plan assignment • Replaced CA Science standards with NGSS practices, crosscutting concepts & performance expectations • Peer review with revision • Academic language component

  4. EDTE 310: Early field experience • Change venue and verb • From in-school school observation to After school teaching • Lesson-plan assignment aligned to SCI 325A • Ideally, extension of 325A lesson plan • Practice: students teach the lesson they designed • With opportunity for revision

  5. Assessment • Teaching skills and Abilities • 25 item pre-post Science Teacher Efficacy Belief Instrument • Asks specifically about teaching practices • Content knowledge • 46 item Pre-post course Knowledge survey based on NGSS and SCI 325A content coverage • 12 practice only items; 17 content only, 17 practice & content • Composite measure: Average change (post-pre) • All results on SCI 325A students • EDTE 310 students excluded because n<5

  6. STEBI • Each question analyzed individually for Students taking SCI 325A (Wilcoxon sign-rank test) • Two items showed significant changes: • “When teaching Science I usually welcome student questions” showed a significant change towards the “Disagree” end of the scale (p=0.046) • “I know the step necessary to teach Science concepts effectively” showed a significant change toward the “Agree” scale (p=0.031) • 23 remaining questions showed no change

  7. Results: NGSS Knowledge Survey Mean ±95% Confidence interval Overall, p<0.000005; Practice only p<0.05; Content only & PE p<0.0000005

  8. More NGSS • Multiple regression analyses: • Independent analysis for each question subset • Prior GPA, Exam performance, and Lab performance as Independent variables • 1 Significant effect • Lab performance on practice-only question subset. (b=0.02, p=0.042)

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