Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices - PB351X

When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge―not just receive and repeat information―this book is for you.

Christina V. Schwarz is an associate professor of teacher education at Michigan State University (MSU). She teaches undergraduate and graduate courses in science and science education and has been the elementary science subject area leader for MSU’s teacher preparation program for the past decade. She received her PhD in science, math, and technology education from the University of California at Berkeley and her undergraduate degree in Earth, atmospheric, and planetary science from the Massachusetts Institute of Technology. Her background includes conducting research in astronomy, designing curriculum materials for science learners, and working in classrooms with students and teachers. Her research primarily focuses on enabling students and teachers (preK–16) to understand and engage in scientific practices, particularly model-based scientific inquiry. She also works with beginning teachers to support and enhance their practices such as noticing and responding to scientific sense-making. She is the principal investigator for the National Science Foundation (NSF) grant Studying How Beginning Elementary Teachers Notice and Respond to Students’ Scientific Sense-Making, the co-principal investigator for the NSF-funded project Supporting Scientific Practices in Elementary and Middle School Classrooms, and the principal investigator for the former Learning Progression for Scientific Modeling project. She is also co-principal investigator of the NSF-funded Head Start on Science preschool science project and was co-principal investigator for the Modeling Hydrological Systems in Elementary Science project. She has been an associate editor for the Journal of Research in Science Teaching and has published articles in journals such as Cognition and Instruction, Journal of Research in Science Teaching, Journal for Science Teacher Education, Science and Children, and Science Education. She has facilitated several National Science Teacher Association professional development webinars about the Next Generation Science Standards (NGSS) practices over the past few years.

Cynthia M. Passmore is a Professor at the University of California, Davis, within the School of Education. Her research focuses on science education, particularly secondary education and curriculum development. She holds a Ph.D. in Curriculum and Instruction from the University of Wisconsin, Madison, obtained in 2002. Passmore's work emphasizes model-based reasoning and epistemic agency in the science classroom, with an aim to enhance student understanding and engagement in scientific practices. Her scholarly contributions include numerous articles in peer-reviewed journals, book chapters, and conference presentations centered around innovative instructional strategies that align with the Next Generation Science Standards (NGSS). With extensive experience in professional development for K-12 educators, Passmore is dedicated to advancing science education through research and collaboration with educational institutions. Her role as the Principal Investigator for major research grants showcases her commitment to improving educational resources and practices in science instruction.

Brian J. Reiser is professor of learning sciences at Northwestern University. Dr. Reiser’s research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Reiser co-led the development of IQWST (Investigating and Questioning our World through Science and Technology), a three-year middle school curriculum that supports students in science practices to develop disciplinary core ideas. Reiser is a member of the National Research Council’s Board on Science Education. He has served on the NRC committees authoring the reports A Framework for K-12 Science Education (which guided the development of the Next Generation Science Standards), Developing Assessments for the Next Generation Science Standards, and Guide to Implementing the Next Generation Science Standards. Dr. Reiser has also worked with Achieve on tools to support implementation of NGSS. Dr. Reiser is currently collaborating with several state initiatives to design and provide professional development and to develop curriculum materials for K-12 teachers to support them in realizing the reforms in NGSS in their classrooms. Dr. Reiser earned his Ph.D. in cognitive science from Yale University.