Identifying Phenomena for NGSS: Using Preservice Teacher Data to Develop the ASET Phenomenon Tool for Use in Science Methods Courses.
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| Title: | Identifying Phenomena for NGSS: Using Preservice Teacher Data to Develop the ASET Phenomenon Tool for Use in Science Methods Courses. |
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| Authors: | Sinapuelas, Michelle1 (AUTHOR), Xiang, Lin2 (AUTHOR) lin.xiang@uky.edu, Ross, Donna L.3 (AUTHOR), Vaughn, Meredith3 (AUTHOR), Horvath, Lawrence4 (AUTHOR) |
| Source: | Journal of Science Teacher Education. Feb2026, Vol. 37 Issue 1, p39-61. 23p. |
| Subject Terms: | *Science education, *Next Generation Science Standards (Education), *Student-centered learning, *Student teachers, Communities of practice |
| Abstract: | The adoption and implementation of the Next Generation Science Standards (NGSS) require significant shifts in how K-12 science teachers implement instruction and in the ways that science teacher educators prepare future science teachers. The use of anchoring phenomena to drive instruction is one of these significant shifts. However, identifying phenomena that anchor K-12 student learning and support students in developing conceptual understanding while aligning with the NGSS Performance Expectations can be challenging for teachers, especially for preservice teachers (PSTs). This paper outlines the development and implementation of the ASET Phenomenon Tool (Phenomenon Tool) by a group of science education faculty in a networked improvement community (NIC). The Phenomenon Tool aims to help PSTs identify and evaluate student-centered NGSS phenomena. Based on data collected over five academic years, we have found that more PSTs were able to identify a phenomenon after the NIC faculty implemented the Phenomenon Tool in their science methods courses. In this paper, we also present the PSTs' alternative concepts about phenomena and their weaknesses in describing phenomena. The strategies and possible activities for the use of the phenomenon tool with teachers are discussed at the end. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190769445 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Identifying Phenomena for NGSS: Using Preservice Teacher Data to Develop the ASET Phenomenon Tool for Use in Science Methods Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sinapuelas%2C+Michelle%22">Sinapuelas, Michelle</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xiang%2C+Lin%22">Xiang, Lin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> lin.xiang@uky.edu</i><br /><searchLink fieldCode="AR" term="%22Ross%2C+Donna+L%2E%22">Ross, Donna L.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vaughn%2C+Meredith%22">Vaughn, Meredith</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Horvath%2C+Lawrence%22">Horvath, Lawrence</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Teacher+Education%22">Journal of Science Teacher Education</searchLink>. Feb2026, Vol. 37 Issue 1, p39-61. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Next+Generation+Science+Standards+%28Education%29%22">Next Generation Science Standards (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The adoption and implementation of the Next Generation Science Standards (NGSS) require significant shifts in how K-12 science teachers implement instruction and in the ways that science teacher educators prepare future science teachers. The use of anchoring phenomena to drive instruction is one of these significant shifts. However, identifying phenomena that anchor K-12 student learning and support students in developing conceptual understanding while aligning with the NGSS Performance Expectations can be challenging for teachers, especially for preservice teachers (PSTs). This paper outlines the development and implementation of the ASET Phenomenon Tool (Phenomenon Tool) by a group of science education faculty in a networked improvement community (NIC). The Phenomenon Tool aims to help PSTs identify and evaluate student-centered NGSS phenomena. Based on data collected over five academic years, we have found that more PSTs were able to identify a phenomenon after the NIC faculty implemented the Phenomenon Tool in their science methods courses. In this paper, we also present the PSTs' alternative concepts about phenomena and their weaknesses in describing phenomena. The strategies and possible activities for the use of the phenomenon tool with teachers are discussed at the end. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190769445 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1046560X.2025.2506026 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 39 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Next Generation Science Standards (Education) Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Communities of practice Type: general Titles: – TitleFull: Identifying Phenomena for NGSS: Using Preservice Teacher Data to Develop the ASET Phenomenon Tool for Use in Science Methods Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sinapuelas, Michelle – PersonEntity: Name: NameFull: Xiang, Lin – PersonEntity: Name: NameFull: Ross, Donna L. – PersonEntity: Name: NameFull: Vaughn, Meredith – PersonEntity: Name: NameFull: Horvath, Lawrence IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1046560X Numbering: – Type: volume Value: 37 – Type: issue Value: 1 Titles: – TitleFull: Journal of Science Teacher Education Type: main |
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