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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.
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]
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Database: Education Research Complete
Description
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]
ISSN:1046560X
DOI:10.1080/1046560X.2025.2506026