David Stroupe
Jean Moon
Sarah Michaels
We argue that unless teachers provide students with openings to take up some form of epistemic agency through the use of tools, and if students do not perceive and act on such openings, then the rhetoric of the Framework and Next Generation Science Standards—focused on participation in practices—is empty and aims to perpetuate the status quo of current and problematic science teaching and learning. Drawing on our own work and that of others, including the authors in this special issue of Science Education, we assert that epistemic tools and their principled use in classrooms have an important role in disrupting the status quo.
Jean Moon
Susan Singer
What do we intend when using the acronym STEM? It literally stands for science, technology, engineering, and mathematics, but what does it mean? Arguably, attempts to provide a meaningful response to these questions have not stuck.
Jean Moon
Sarah Michaels
Brian J. Reiser
Any new system-based model of professional learning for science educators will need to support a range of delivery configurations or learning pathways so that the experience is shareable, scalable, and sustainable. The power and reach of a networked world is now available to reinforce the integration of professional learning with professional practice, regardless of location, district resources, or expertise.
Jean Moon
Cynthia Passmore
Brian J. Reiser
Sarah Michaels
A system like NGSX enables us to explore research questions that tie comparisons of online versus face-to-face to other types of sensemaking activities. We explore questions not centered on whether technology is used, but rather on how it is used to help structure and support the learning interactions.
Jean Moon
Sarah Michaels
Simply put, changes called for in all of the new standards documents are not minor. They reflect fundamental shifts in practice, new ways of thinking about curriculum and unit design, and new ways of thinking about all students as highly capable “reasoners” under the right circumstances. Most current video-based PD activities oversimplify this critical challenge.
Brian J. Reiser                  Kelsey D. Edwards
Sarah Michaels                 Tara A. W. McGill
Jean Moon                        Michael Novak
Tara Bell                            Aimee Park
Elizabeth Dryer
In three-dimensional learning advanced in the Framework for K-12 Science Education and the Next Generation Science Standards, students engage in science and engineering practices to develop and use the science ideas to make sense of phenomena or solve problems. Yet supporting learners in knowledge-building practices presents many challenges for teachers unaccustomed to these approaches. Many science teachers across the country, K through 12, will need substantial professional development (PD) to adapt their teaching practice to support science practices, focus on explanatory ideas, and help students build ideas progressively over time.
Brian J Reiser
Sarah Michaels
Jean Moon
Cindy Passmore
This power point guided a presentation given at NARST (National Association for Research in Science Teaching).
Jean Moon
Kate Cook Whitt
Having teacher leaders occupy leadership roles in professional learning contexts to orchestrate the learning of their colleagues is both under theorized and largely unexplored. This power point presentation addresses the way in which the NGSX project is building a theoretical framework around the work of NGSX facilitators.