Although 20 states have adopted Next Generation Science Standards (NGSS), 24 other states have developed their own K‐12 science standards based on the same National Research Council (NRC) Framework. Understanding what influences content standards developers, realizing the supports and impediments to implementation they foresee, and knowing their rationales for implementing standards is important because these elements potentially affect their contributions and may have repercussions throughout the educational system. Forty‐four developers of one state's NRC Framework‐based science standards indicated the degree to which they were affected by educational system influencers (e.g., accountability), by their beliefs, values, and experiences, and by consideration of others (e.g., administrators). Developers described rationales they think others will have for supporting and being concerned about new science standards and their personal rationales for supporting new science standards. Among results, developers were substantially influenced by considerations of educators interpreting new standards and designing curriculum. Developers' experiences with teaching science and implementing standards weighed considerably more on their minds than considerations about administrators or colleagues. Developers believe new science standards possess tremendous intrinsic value but also believe others will primarily leverage rationales that new science standards are connected to state assessments and accountability as means to obtain teacher buy‐in.

中文翻译：

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什么影响科学含量标准的制定？

尽管有20个州采用了下一代科学标准（NGSS），但其他24个州则基于相同的国家研究委员会（NRC）框架制定了自己的K-12科学标准。了解影响内容标准开发人员的因素，了解他们预见的实施支持和障碍以及了解他们实施标准的理由很重要，因为这些因素可能影响他们的贡献，并可能在整个教育系统中产生影响。一个州基于NRC框架的科学标准的44个开发人员指出了他们受到教育系统影响者（例如问责制），他们的信念，价值观和经验以及其他人（例如管理者）的影响的程度。开发人员描述了他们认为其他人将支持和关注新科学标准的理由以及支持新科学标准的个人理由。在结果中，开发人员很大程度上受到教育者解释新标准和设计课程的考虑的影响。开发人员在教学科学和实施标准方面的经验比他们对管理员或同事的考虑更为重要。开发人员认为新的科学标准具有巨大的内在价值，但他们也相信其他人将主要利用将新的科学标准与州评估和责任制联系起来的理由，作为获得教师支持的手段。