Most surveyed teachers reported that TLC experiences deepened their understanding of the NGSS dimensions and 3D approaches¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Over 80 percent of surveyed teachers reported their 2016-17 TLCs deepened understanding of DCIs (84 percent), SEPs (80 percent), CCCs (81 percent), and 78 percent reported deepened understanding of using a 3D approach to build understanding of a phenomenon. → Tyler 2018

Evidence¶

Tyler 2018¶

Tyler, B., & DiRanna, K. (2018). Next Generation Science Standards in practice: Tools and processes used by the California NGSS Early Implementers. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED596757

q2 · i? · design · r2

Post-TLC teacher survey data reported in the TLC Early Implementers' Reaction section: 84, 80, and 81 percent respectively for DCIs, SEPs, and CCCs, with 78 percent for 3D approach understanding. Self-reported perceptions; no effect size printed.

"Specifically, over 80 percent of teachers felt their TLC experiences deepened their understanding of the disciplinary core ideas (DCIs), how to use science and engineering practices (SEPs) to teach science and engineering, and how to use the crosscutting concepts (CCCs) to teach science and engineering (84 percent, 80 percent, and 81 percent, respectively)."

Discussion¶

Related Claims¶

• Early Implementer teachers' weekly use of phenomena to frame science instruction more than doubled from 2015-16 to 2016-17 — related
• Teachers' reported weekly use of the 5E instructional model for lesson planning rose from 13 percent to 42 percent over the Initiative — related