ABSTRACT

We investigated six preservice secondary science teachers’ implementation of reform-based science, in particular, their teaching of the Next Generation Science Standards’ (NGSS) science and engineering practice of using mathematics and computational thinking. A modified version of the Task Analysis Guide in Science served as our conceptual framework: It assesses both the integration of practices and content (i.e., the kind of thinking required), and the cognitive demand of tasks (i.e., the level of thinking required) in teachers’ lessons. We used this framework to qualitatively analyze our preservice teacher participants’ edTPA (teacher performance assessment) lessons—including their written commentaries, video-recorded lesson excerpts, and student work samples—for their implementation of the NGSS using mathematics and computational thinking practice. We examined (1) the integration of the mathematical content and practices outlined in the Common Core State Standards for Mathematics within the target NGSS practice, and (2) the cognitive demand of the mathematics in relation to science and mathematical practices. We found that four of our six preservice teachers implemented lessons that were integrated and cognitively demanding: These participants used the mathematics to move students’ understanding of the science phenomena forward. However, the other two participants implemented lessons that integrated mathematical content and practices but were low in cognitive demand. We conclude with implications for how teacher education programs can better support preservice teachers’ implementation of lessons that are both integrated and cognitively demanding so as to promote students’ mathematical reasoning and scientific sensemaking.

摘要

我们调查了六名职前中等科学老师对改革型科学的实施情况，特别是他们对使用数学和计算思维的下一代科学标准（NGSS）科学和工程实践的教学。科学的“任务分析指南”的修改版用作我们​​的概念框架：它评估实践和内容（即所需的思维方式）的整合以及认知需求教师课程中的任务（即所需的思维水平）。我们使用此框架来定性分析我们的职前教师参与者的edTPA（教师绩效评估）课程（包括他们的书面评论，录像的课程摘录和学生工作样本），以便他们使用数学和计算思维实践来实施NGSS。我们研究了（1）目标NGSS中对《通用通用州数学标准》概述的数学内容和实践的整合（2）数学与科学和数学实践相关的认知需求。我们发现，在六名职前教师中，有四名实施了综合课程，并且对认知要求很高：这些参与者使用数学来推动学生对科学现象的理解向前发展。但是，其他两名参与者实施的课程融合了数学内容和实践，但认知需求较低。最后，我们对教师教育计划如何更好地支持岗前教师实施综合性和认知性要求的课程，以促进学生的数学推理和科学感悟进行了启示。