Abstract This case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS’s characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers’ lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS.

中文翻译：

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教师在 NGSS 中对有问题的气候变化假设的理解

摘要 本案例研究展示了三位高中教师根据下一代科学标准 (NGSS) 设计和实施气候变化课程的努力。使用组织 NGSS 中环境假设的三个概念框架，我们研究了当教师努力与标准保持一致时，这些假设如何影响教师实践。连续三年的八节以气候变化为基础的课程的视频录制教学进行了主题编码。结果表明，NGSS 对气候变化特征的问题方面可以帮助解释环境问题的框架和人类相对于气候科学在教师课程计划和教学中的划分。NGSS 颁布了出现在课堂上师生谈话中的脱节机构。我们的分析揭示了使用标准来设计课堂实践干预措施的机会，以支持不同的学生反驳 NGSS 中所体现的人类与环境关系的假设。