January/February 2018 – Vol. 31 No. 2

Being a ‘Next Generation’ Preservice Science Teacher

Posted: Tuesday, November 4th, 2014

by Rick Pomeroy

This is a great time to be getting into science education, everything is changing and you are poised to be the leaders or the new thinking about science education.

You are so lucky, you don’t have to unlearn all of the bad habits of the old California Science Standards. You can just focus on the new ways of teaching and learning in the Next Generation Science Standards.

Do these statements sound familiar? If you are a preservice teacher, an undergraduate considering going into teaching, or recently graduated from a science teacher credential program, you have probably heard similar statements many times. I know that I have said them to my students and many of their mentor teachers are anxious for the epiphany that these new teachers will bring when they design their “Next Generation” aligned science lessons. Unfortunately, it is not quite that simple. The fact that there are new standards for new teachers to focus on does not mean that there is going to be an instantaneous transformation. To accomplish a full implementation of the new standards, even for brand new teachers, it will require some deep soul searching, re-orientation, and re-thinking of our concepts of a science curriculum.

Just like the quotes above, we are all familiar with the old adage that “Teachers teach the way they were taught.” Herein lies the challenge for new teachers. Students entering the teaching profession in 2014 entered elementary school in the late 90’s, close to the time that the State Board of Education adopted the Science Framework for California Public Schools: Kindergarten Through Grade Twelve (2004). The consequence of this coincidence is that many of the students entering science teaching this year spent ten to twelve years in public schools learning science based on the “old” Framework. They were exposed to science instructional practices that were chosen to yield high scores on the California Standards Tests and the STAR tests. After high school, most of these same future teachers enrolled in and excelled at college level science courses that perpetuated the fact-based, didactic instruction that was honored by the “old” standards. Unfortunately, that means that their formative science experiences were probably not the rich, inquiry, critical thinking experiences that we strive to promote in our new approaches to teaching. Instead, they were exposed to unending opportunities to learn small bits of information on many subjects without the benefit of the integration, critical thinking and problem solving promised in the Conceptual Framework for K12 Science Education or the Next Generation Science Standards. When viewed this way, the “teach like they were taught” belief suggests that new teachers will have to integrate their strong content knowledge with a style of teaching that they may not have experienced as a student.

Don’t despair, things are not as bleak as this might sound. Yes, most new teachers experience their science education in very traditional ways but that doesn’t mean that they cannot learn new strategies. For the first time, we have guiding documents that describe science education as a combination of practices, content, and key crosscutting ideas to guide a new way of thinking about science curriculum. As we roll out NGSS, new teachers will have opportunities, guidance, and expectations that they will teach differently. Science departments across the state are talking about how to do this. Experienced teachers and new teachers alike are looking critically at their existing curriculum with an eye for change. New teachers should be welcome participants in these discussions. They bring a spirit that things will change and that everyone will be part of that change. Gone for the moment is the emphasis on increasing test scores, replaced by an emerging conversation about identifying the core ideas and the practices that support student learning. Despite their more traditional experiences, new teachers are primed for these discussions. We must not let ourselves fall into the “That’s the way we have always done it” hole. Instead we need to embrace change and move forward with a new vision, unimpeded by a long list of favorite, traditional activities. We need to embrace this paradigm shift while re-writing the experiences that our preservice teachers will provide for their students. Change of this magnitude will not happen overnight nor will it be easy, but it will be simpler if we begin planning for the new reality instead of attempting to tweak the past. This IS an exciting time to be in science education but we have to be realistic that our personal conceptions of the existing curriculum may no longer produce the scientifically literate citizens that our society needs. The next generation of science teachers will begin to move us in that direction and we need to encourage and support them as they define the new reality.

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Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

4 Responses

  1. Great article Rick.

    Another big challenge in getting teachers to shift their instruction is the (frequently correct) perception that in college instruction is mostly lecture and text with labs that are mostly procedural. Teachers teach the way that college is taught because they feel that is the best way to prepare their kids for college. Until science education at the university level makes big changes and sends strong signals to secondary education that it expects change, there will be resistance to the shifts expected by NGSS.

  2. Peter, I agree. In a meeting with our chancellor last year, I warned that when California successfully adopts and implements NGSS the faculty will be teaching classes to students who don’t want the lecture lecture lab format but will want, and hopefully demand, an education that continues their development as thinkers and doer’s not memorizers and test takers. These new clients for the faculty, aka students, will demand to be treated in a way that appreciates their talents and abilities to address and investigate real world problems in a way that proposes solutions to problems of society. Though she was a consultant on the Conceptual Framework, she seemed a bit surprised that this new generation of students might want something more than is currently available to them.

  3. A chicken and egg problem?

  4. Yes definitely.

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LATEST POST

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.