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Teachers' Framing of Argumentation Goals: Working Together to Develop Individual versus Communal Understanding
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González-Howard, María; McNeill, Katherine L. – Journal of Research in Science Teaching, 2019
Abstract For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in…
Descriptors: Persuasive Discourse, Classroom Communication, Science Process Skills, Teacher Expectations of Students
Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program
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Edelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
Moving beyond Pseudoargumentation: Teachers' Enactments of an Educative Science Curriculum Focused on Argumentation
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McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna – Science Education, 2017
Argumentation, a key epistemic practice in science, engages students in socially constructing knowledge claims using evidence. However, teachers need support in integrating argumentation into classroom instruction. We examined teachers' enactments of an educative science curriculum and their curricular decision making for argumentation. Ten middle…
Descriptors: Science Teachers, Science Curriculum, Persuasive Discourse, Epistemology
Teachers' Enactments of Curriculum: "Fidelity to Procedure" versus "Fidelity to Goal" for Scientific Argumentation
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McNeill, Katherine L.; Marco-Bujosa, Lisa M.; González-Howard, María; Loper, Suzanna – International Journal of Science Education, 2018
Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways of conceptualising and measuring this construct. We argue that this conceptualisation is important for recent reform efforts focused on science practices. Consequently, we explored FOI in the context of the enactment of a…
Descriptors: Fidelity, Program Implementation, Educational Change, Scientific Principles
An Exploration of Teacher Learning from an Educative Reform-Oriented Science Curriculum: Case Studies of Teacher Curriculum Use
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Marco-Bujosa, Lisa M.; McNeill, Katherine L.; González-Howard, María; Loper, Suzanna – Journal of Research in Science Teaching, 2017
Educative curriculum materials provide teachers with authentic opportunities to learn new skills and practices. Yet, research shows teachers use curriculum in different ways for different reasons, and these modifications could undermine the learning goals of the curriculum. Little research, however, has examined the variation in teacher use of…
Descriptors: Educational Change, Science Curriculum, Case Studies, Instructional Materials
Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation
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McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna – Journal of Research in Science Teaching, 2016
Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…
Descriptors: Pedagogical Content Knowledge, Persuasive Discourse, Middle School Teachers, Science Teachers
Multimedia Educative Curriculum Materials (MECMs): Teachers' Choices in Using MECMs Designed to Support Scientific Argumentation
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Loper, Suzanna; McNeill, Katherine L.; González-Howard, María – Journal of Science Teacher Education, 2017
In this article, we describe the development process for designing multimedia educative curriculum materials (MECMs) focused on supporting teachers in argumentation. We also describe results from a study with 46 teachers. We were interested in whether teachers' backgrounds or characteristics of the MECMs impacted MECM use. Overall, 89% of the…
Descriptors: Multimedia Materials, Instructional Materials, Middle School Teachers, Science Teachers
"Does It Answer the Question or Is It French Fries?": An Exploration of Language Supports for Scientific Argumentation
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González-Howard, María; McNeill, Katherine L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick – International Journal of Science Education, 2017
Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning…
Descriptors: Persuasive Discourse, English Language Learners, Case Studies, Science Instruction
The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation
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Loper, Suzanna; McNeill, Katherine L.; González-Howard, María; Marco-Bujosa, Lisa M.; O'Dwyer, Laura M. – Technology, Pedagogy and Education, 2019
Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the…
Descriptors: Multimedia Materials, Instructional Materials, Persuasive Discourse, Video Technology
Factors Impacting Teachers' Argumentation Instruction in Their Science Classrooms
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McNeill, Katherine L.; Katsh-Singer, Rebecca; González-Howard, María; Loper, Suzanna – International Journal of Science Education, 2016
Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we…
Descriptors: Persuasive Discourse, Science Instruction, Teaching Methods, Teacher Surveys