There are a lot of steps and sometimes you have to start all over: Independent science fair projects and science and engineering practices

2021 ◽  
Author(s):  
Michele Hollingsworth Koomen ◽  
Mary Norell Hedenstrom ◽  
Greta Ferguson ◽  
Kameryn Schaefer
Keyword(s):  
Science Fair ◽  
Science And Engineering ◽  
Science And Engineering Practices ◽  
Engineering Practices

scholarly journals Science Fair Was One of the Highlights of My Middle School Life: Using Science Fair to Develop NGSS Practices

2020 ◽  
Vol 82 (1) ◽  
pp. 43-48
Author(s):  
Cynthia Welsh ◽  
Mary Hedenstrom ◽  
Michele Hollingsworth Koomen
Keyword(s):  
Nature Of Science ◽  
Science Fair ◽  
Science Standards ◽  
School Life ◽  
Science And Engineering ◽  
Science And Engineering Practices ◽  
Student Interests ◽  
Science Fair Project ◽  
Engineering Practices ◽  
Support Students

This article illustrates how a seventh-grade life science unit connects to the Science and Engineering Practices and Nature of Science in the Next Generation Science Standards and used science fair projects as a context for students to solve problems and understand how authentic science is done. We outline how student interests drive the development and presentation of science fair projects and discuss each component of a science fair project to reflect the practices and nature of science and how we support students along the way. The article includes images of students and of their work for science fair projects.

scholarly journals Building Competence in Science and Engineering

Standards ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 39-52
Author(s):  
Susan Haag ◽  
Colleen Megowan-Romanowicz
Keyword(s):  
Teaching Practice ◽  
Science Studies ◽  
Current Knowledge ◽  
Science Content ◽  
Physical Sciences ◽  
Science And Engineering ◽  
Pedagogical Content ◽  
Science And Engineering Practices ◽  
Quasi Experimental ◽  
Engineering Practices

Next Generation Science Standards science and engineering practices (NGSS S&E) are ways of eliciting reasoning and applying foundational ideas in science. Studies have revealed one major impediment to implementing the NGSS, namely, insufficient teacher preparation, which is a concern at all teaching levels. The present study examined a program grounded in research on how students learn science and engineering pedagogical content knowledge and strategies for incorporating NGSS S&E practices into instruction. The program provided guided teaching practice, content learning experiences in the physical sciences, engineering design tasks, and extended projects. Research questions included: To what extent did the Program increase teachers’ competence and confidence in science content, with emphasis on science and engineering practices? To what extent did the program increase teachers’ use of reformed teaching practices? This mixed-methods, quasi-experimental design examined teacher outcomes in the program for 24 months. The professional development (PD) findings revealed significant increases in teachers’ competence and confidence in integrating science and engineering practices in the classroom. These findings and their specificity contribute to current knowledge and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully.

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