The adoption of the Next Generation Science Standards (NGSS) requires many teachers to drastically change their classroom instruction. Curricular materials offer a tool to support this transition, but there are questions about the degree to which available curricula truly reflect the shifts required by the NGSS. This study proposes a framework of four key elements of NGSS design that can be used to analyze both curriculum and instruction for alignment to the NGSS. The four key elements include phenomenon‐based, three‐dimensional, supports student epistemic agency, and coherent. We used this analytic framework to analyze one commercially available middle school curriculum and its implementation in two classrooms. We found that the curriculum and instruction oversimplified the complex vision of science learning required by using natural phenomena primarily as hooks or examples, creating lessons in which students engaged in core ideas and science practices but separately in service of different goals, placing the cognitive load on the teacher to do most of the sensemaking rather than the students, and having the teacher, rather than the students, build coherence between the lessons. Our work suggests that future curriculum should focus on asking students to tell a how and why story around a phenomenon to support three‐dimensionality, student epistemic agency, and coherence. Furthermore, future work should explore how educative elements can highlight and illustrate the vision of NGSS‐aligned instruction and the use of well‐aligned curricula in a variety of settings including curriculum‐based professional development.

中文翻译：

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重新设计还是重新贴标签？商业课程及其实施如何过分简化NGSS的关键功能

下一代科学标准（NGSS）的采用要求许多老师彻底改变他们的课堂教学。课程材料提供了支持此过渡的工具，但是对于可用课程真正反映NGSS要求的转变的程度存在疑问。这项研究提出了一个由NGSS设计的四个关键要素组成的框架，该框架可用于分析课程和指导以适应NGSS。四个关键要素包括基于现象的，三维的，支持学生的认知能力和连贯性的。我们使用此分析框架来分析一种可商购的中学课程及其在两个教室中的实施情况。我们发现，课程和教学过度简化了复杂的科学学习视野，将自然现象主要用作钩子或例子，创造了让学生从事核心思想和科学实践但分别服务于不同目标的课程，从而将认知负担置于教师负责大部分的感官而非学生，并且让老师而非学生在课程之间建立连贯性。我们的工作表明，未来的课程应着重于要求学生讲 而不是学生，在课程之间建立连贯性。我们的工作表明，未来的课程应着重于要求学生讲 而不是学生，在课程之间建立连贯性。我们的工作表明，未来的课程应着重于要求学生讲围绕一个现象的故事的方式和原因，以支持三维，学生的认知能力和连贯性。此外，未来的工作应探索教育要素如何在各种情况下，包括基于课程的专业发展中，突出和说明NGSS统一教学的愿景以及合理使用课程的使用。