The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media‐based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles—to the detriment of intended changes in the system. In this study, we analyzed more than 7,000 posts from individuals participating in #NGSSchat on Twitter (n = 247) during 2 years of 1‐hr synchronous discussions. We studied the depth and types of conversations that took place, the extent to which the involvement of teachers, administrators, researchers, and organizations was balanced, and what explains participation in the network over time. Using a mixed‐methods approach involving social network analysis, we found that conversations were primarily transactional, or social, and substantive, or providing opportunities for sense‐making about the standards or for participants to transform their practice and that individuals from diverse roles participated, with teachers comprising the plurality of those involved. Additionally, researchers, administrators, and teachers were the most active in the network, with no differences in both initiating, or sending, and being the recipients of, or receiving, replies as a part of conversations. Finally, we found that being a teacher or administrator, as well as receiving replies from individuals who were important in the network, were positively related to sustained involvement in the network in the following year. We discuss how #NGSSchat—as a social media‐based professional network—demonstrates similar features in other effective networks, and how social media‐based networks invite new visions for how to implement ambitious, large‐scale changes in science education.

中文翻译：

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闲聊或令人信服的对话？基于社交媒体的#NGSSchat网络在支持科学教育改革方面的潜力

下一代科学标准（NGSS）聊天（#NGSSchat）是一个基于社交媒体的专业网络，用于讨论美国与NGSS相关的主题。尽管成功的改革涉及并协调了多个利益相关者的工作，但最近的研究指出，工作在不同教育角色的个人之间严重缺乏协调，这有损于系统的预期变化。在这项研究中，我们分析了来自Twitter上#NGSSchat的个人的7,000多个帖子（n= 247）2年的1小时同步讨论中。我们研究了对话的深度和类型，教师，管理人员，研究人员和组织的参与达到平衡的程度，以及随着时间的推移解释了网络参与的原因。通过使用涉及社交网络分析的混合方法，我们发现对话主要是交易性的或社交性的，是实质性的，或者提供了对标准进行感性认识或为参与者提供改变实践方式的机会，并且来自不同角色的个人参与了，包括多个参与其中的老师。此外，研究人员，管理员和教师是网络中最活跃的，在发起，发送，接收或接收 作为对话的一部分进行回复。最后，我们发现，成为一名教师或管理员，以及收到网络中重要人物的答复与第二年持续参与网络有积极关系。我们将讨论#NGSSchat（作为基于社交媒体的专业网络）如何展示其他有效网络中的类似功能，以及基于社交媒体的网络如何为如何实施科学教育方面的雄心勃勃的大规模变革带来新的愿景。