TY - JOUR
T1 - Development and validation of an observation-based protocol to measure the eight scientific practices of the next generation science standards in K-12 science classrooms
AU - Chen, Ying Chih
AU - Terada, Takeshi
N1 - Funding Information:
The authors gratefully acknowledge the feedback of Editor-in-Chief, Dr Troy Sadler, Associate Editor, Dr Xiufeng Liu, and two anonymous reviewers, on different versions of this article. The authors wish to deeply thank Dr Terry Christenson of Knowledge Enterprise at Arizona State University for his invaluable feedback and support on this article. The authors express their sincere gratitude and appreciation for Mr Joshua Adams at Arizona State University, Mr Peter Hu at the University of Pittsburgh, and Dr Ling Liang at La Salle University on writing, revising, and adjusting the IONIC and training manual.
Publisher Copyright:
© 2021 National Association for Research in Science Teaching.
PY - 2021/12
Y1 - 2021/12
N2 - 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.
AB - 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.
KW - Interactive-Constructive-Active-Passive (ICAP) framework
KW - observation-based protocol
KW - professional development
KW - scientific practice
KW - validity
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U2 - 10.1002/tea.21716
DO - 10.1002/tea.21716
M3 - Article
AN - SCOPUS:85107548628
SN - 0022-4308
VL - 58
SP - 1489
EP - 1526
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 10
ER -