Learning to Be an Ambitious Science Teacher

Abstract

Since the release of the Next Generation Science Standards (NGSS), students are expected to learn science according to the three-dimensions (DCI, SEP, CCC). In order for teachers to support the three-dimensional learning of their students, they need high-quality professional learning (PL). This article outlines a PL approach that focuses on Ambitious Science Teaching as an approach to support teacher and student three-dimensional science learning. The PL model includes 4 PL sessions followed by 3 action periods to “try-on” strategies in their classrooms. During these PL sessions teachers experienced ambitious strategies as learners, connected theory to practice, collaborated meaningfully with colleagues, and reflected deeply on their implementation of strategies. The sessions led to a change in teacher practice that was evident through the artifacts they collected during the “try-on” periods. Teachers also made cross-curricular connections with many of the introduced strategies. This article provides a detailed overview of these PL sessions and concludes with suggestions for supporting teachers in implementing ambitious science teaching strategies.

Publication Date

1-1-2024

Document Type

Article

Language

English (en)

File Name

Learning to Be an Ambitious Science Teacher.pdf

Publication Citation

Gerber, A., & Milo, H. (2024). Learning to Be an Ambitious Science Teacher. Science and Children, 61(5), 74–80. https://doi.org/10.1080/00368148.2024.2385949

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