Is the NGSS Going to Ruin High School Chemistry?
Posted: Monday, October 19th, 2015
By Pete A’Hearn and Wanda Battaglia
Pete: Most science teachers I work with are excited about the shift to NGSS and exploring new possibilities for student learning. But, I have heard some grumbling from high school chemistry teachers that NGSS is gutting chemistry. “Why there are no standards for subjects like the Gas Laws, acids and bases, naming of compounds, and solutions that are an important part of chemistry?”
I know that you are a high school chemistry teacher who is working hard on NGSS. How would you respond to these teachers?
Wanda: NGSS is asking for a change in the thinking…the NGSS Performance Expectations don’t describe “subjects”, but long-term transfer skills. NGSS is “science for all students”. It represents the basic framework for teachers to design their curriculum. Teachers can add as much as content as they want–but it’s important to change the process by which the students are learning it.
Even though certain content is not explicitly mentioned, that does not mean that it can’t be taught. Gas laws, for example, could be covered within HS-PS1-3, HS-PS1-5, HS-PS1-6, or HS-PS2-6…basically anywhere that molecular interactions would be discussed. Performance expectations can be bundled– teachers must not think in terms of “those chapters from the book” anymore, but apply more of their own creativity and integrate content to explore phenomena.
An example is a unit I’ve taught on Atomic Structure that bundles Chemistry standards on the structure of the atom, the physics of waves, and their uses in astronomy and medical technology. Resources for the unit can be found at: https://ngsschemistry.wordpress.com/unit-2-atomic-structure/.
Many teachers I know are still covering their “old & comprehensive” content in Honors Chemistry, but redesigning their classes to be more investigative and/or problem-based. In “regular” Chemistry, the focus is more on the practices and crosscutting concepts.
Pete: Yes, it’s important to remember that NGSS is the floor, not the ceiling. It’s focused on the learnings that students will need to solve problems or understand science ideas in the real world, it’s not about marching through the subjects in the book.
But many teachers feel that without doing lots of Chemistry math problems, students will not be prepared for college level work in Chemistry. They feel that to best prepare kids for college, their classes need to look like college. That means lots of lecture, lots of problem sets. One of the things we hear about science and engineering pathways is that many kids who go to college intending to study science and engineering are unprepared for the amount of math and drop out. Won’t downplaying the math make this problem worse?
Wanda: Teachers can put as much math into it as they want. The NGSS should not be viewed as restrictive, but flexible. From my perspective, the NGSS has a focus on students understanding relationships between variables, not just learning how to “plug & chug,” which is the traditional way.
For example, I have had Honors Chemistry students who could plug in numbers using the ideal gas equation, but could not explain if their answer made sense. They understood where the numbers go, and how to solve the equation, but could not demonstrate any understanding of how the variables affected each other. Students must investigate to uncover those relationships, so that the math then makes sense.
It is more important that the average student has the necessary thinking skills to tackle problems in general. Students who are college bound, and contemplating a career in a science or technical field, should be taking AP Chemistry to prepare them for college chemistry.
Pete: What is your vision for how a student who goes through high school with NGSS will be prepared for college and career? How will that be different than a student’s experience now?
Wanda: With a cohesive and passionate K-12 implementation of NGSS, I believe that students will exit high school with the ability to be more independent in their thinking and problem solving, while also sustaining more of an inquisitive mindset. This will foster more innovative thinking on the part of our students, which will contribute to success beyond high school in any area of study.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…