THE NEXT GENERATION SCIENCE STANDARDS: UNDERSTANDING HIGH SCHOOL TEACHERS’ PERSPECTIVES ON IMPLEMENTATION.
Daisley, Patrick M.
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The purpose of this qualitative interview study was to explore the challenges faced by Washington State high school science teachers in regard to implementing the Next Generation Science Standards (NGSS) in their classrooms. The study addressed and attempted to answer the following three research questions: (a) How are the Next Generation Science Standards (NGSS) impacting high school science teachers’ approaches to classroom teaching? (b) What are the challenges that high school science teachers are facing in attempting to use and implement the Next Generation Science Standards (NGSS) in their teaching? (c) What resources do high schools science teachers need to effectively implement the Next Generation Science Standards (NGSS) in their classroom teaching? Seven high school science teachers from eastern Washington State were interviewed to gain their perspectives on the challenges they face in their efforts to implement the NGSS. Four major themes emerged from the data analysis: (a) impediments to implementation, (b) effect of context on implementation, (c) impact of implementation on teachers, and (d) needed supports for implementation. The following four conclusions of this study can be stated: (a) The Next Generation Science Standards (NGSS) is a complex reform policy for science education that are difficult for science teachers to understand and implement, (b) there are multiple impediments to full implementation of the NGSS that need to be addressed, (c) substantial professional development is needed to help administrators and teachers understand the NGSS and to learn new methods to employ in science classrooms, and (d) school and district administrative support is needed to provide the resources and help create a culture that values the efforts of teachers in meeting the challenges they face implementing the NGSS.