Implementing curriculum supported by the next generation science standards

Abstract

The Next Generation Science Standards (NGSS) constitute a major change in science instruction focused on inquiry-based learning and teaching science within the concept of real-world phenomena. The NGSS align with a push for Science, Technology, Engineering, and Math (STEM) initiatives in public schools that prepare students for college and careers in STEM fields. This shift in focus to inquiry-based curriculum requires teachers and school districts to change the way science instruction is approached in grades K-12. The purpose of this phenomenological mixed methods research study was to understand how teachers view the factors of leadership and professional development as affecting the successful implementation of the Next Generation Science Standards in the middle school setting. Descriptive statistics were obtained through the use of the Principal Instructional Management Rating Scale to measure five instructional leadership functions, the results of which informed a qualitative interview protocol. Teacher experiences and perceptions were explored through interviews. It was found that teachers perceive administrators as lacking knowledge regarding the NGSS and its implications, which hinders support for the shift. Additionally, teachers saw a need for improved instructional leadership practices. Finally, teachers agreed that they required relevant and consistent professional development in order to successfully make the instructional shift.