The eight scientific practices in the Next Generation Science Standards (NGSS) are significant theoretical constructs that reflect the nature of science; they are intended to guide science teaching and learning. Yet, operationalization of these practices in terms of student learning remains limited, and a measurement tool for the eight practices is needed. Using an Interactive-Constructive-Active-Passive (ICAP) theoretical framework, this study develops such a protocol, entitled ICAP to Measure by Observation NGSS Science Practice Implementation in the Classroom (IONIC). This protocol can be applied in K-12 science classrooms to determine the level of student engagement with the eight practices. Data were collected from 152 video-recorded lessons obtained after a 3-year professional development (PD) program designed to engage teachers to better understand and use the NGSS practices. We examined validity (content, face, translation, and construct) and reliability (internal and interrater) of IONIC. Confirmatory factor analysis was conducted to verify three competing theoretical models: Parsimonious (three phases of knowledge development: Investigation, Sensemaking, and Evaluating and Communicating, merged with the eight NGSS practices), NGSS (the eight practices), and Comprehensive. The latter consists of an upper-level (Parsimonious) and a lower-level (NGSS). The results suggest the Comprehensive Model is the preferred model among the three. In the upper-level, the score for Phase 3, Evaluating and communicating, is significantly lower than the other two. In the lower-level, classroom scores for Practice 5, Using mathematics and computational thinking, Practice 7, Engaging in argument from evidence, and Practice 8, Obtaining, evaluating, and communicating information, are significantly lower than most of the others. Results of regression analyses suggest that the number of years the teacher participated in PD can predict student IONIC scores. The findings suggest that IONIC is a valid and reliable observation-based protocol, facilitating an understanding of how students can effectively engage in scientific practices in the classroom.

中文翻译：

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开发和验证基于观察的协议，以衡量 K-12 科学课堂中下一代科学标准的八项科学实践

下一代科学标准 (NGSS) 中的八项科学实践是反映科学本质的重要理论结构；它们旨在指导科学教学和学习。然而，这些实践在学生学习方面的可操作性仍然有限，需要针对这八项实践的衡量工具。本研究使用互动-建设性-主动-被动(ICAP) 理论框架，开发了这样一个协议，题为I CAP to Measure by O bservation N GSS Science Practice I implementation in the C教室（离子）。该协议可应用于 K-12 科学课堂，以确定学生对八项实践的参与程度。数据是从 3 年专业发展 (PD) 计划后获得的 152 个视频录制课程中收集的，该计划旨在让教师更好地理解和使用 NGSS 实践。我们检查的有效性（含量，脸，翻译，以及结构）和可靠性（内部和评判间）离子的。进行了验证性因素分析以验证三个相互竞争的理论模型：简约（知识发展的三个阶段：调查、意义制定和Evaluating and Communicating，与八项 NGSS 实践合并）、NGSS（八项实践）和综合。后者由上层 ( Parsimonious ) 和下层 ( NGSS ) 组成。结果表明综合模型是三者中的首选模型。在上层，比分为阶段3，评价和传达，是比其他两个显著低。在较低级别，练习 5 的课堂分数，使用数学和计算思维，练习 7，根据证据进行论证，以及练习8，获取，评估，并交流信息，是显著低于大多数其他人。回归分析的结果表明，教师参与 PD 的年数可以预测学生的 IONIC 分数。研究结果表明，IONIC 是一种有效且可靠的基于观察的协议，有助于了解学生如何在课堂上有效地参与科学实践。