Secondary Science Teachers’ Curricular Use of NGSS Engineering Practices

Authors

Elizabeth Hasseler, University of Nebraska-LincolnFollow
Amy Tankersley, University of Nebraska-LincolnFollow
Ana M. Rivero, Seattle UniversityFollow
Lyrica L. Lucas, University of Nebraska-LincolnFollow
Elizabeth B. Lewis, University of Nebraska-LincolnFollow

ORCID IDs

Hasseler 0000-0001-8682-8092

Tankersley 0000-0002-4888-8489

Rivero 0000-0002-5696-1340

Lucas 0000-0002-6833-8353

Date of this Version

1-7-2022

Citation

Individual paper presentation given January 7, 2022

2022 Association for Science Teacher Education (ASTE 2022) International Conference, held January 5-8, 2022 in Greenville, South Carolina, United States

This work was funded by a National Science Foundation grant: NSF #1540797

Comments

Copyright 2022, the authors. Used by permission

Abstract

We investigated how often teachers integrated engineering into science lessons to address Next Generation Science Standards (NGSS) performance expectations using data from a multi-year study of secondary science teachers. Only 7.14% of middle school (MS) lessons contained engineering practices. Engineering was included in lessons for students to apply or support the learning of scientific content.

Presider: Amy Tankersley