The Next Generation Science Standards: From Theory to Practice

Ashley Liput
April 19, 2015

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Overview of science in American schools

While science concepts and practices lie at the core of the society we live in, current
science instruction in our schools is often lacking. Science and mathematics education is crucial
to the future success of the United States. This sentiment has been predominant in public
opinion since the launch of Sputnik in 1957 (Finn and Porter-Magee, 2012). It was at this time
that science education was viewed as more than just a school subject and viewed as a means of
promoting national security as well as giving an economic advantage. Science can have an
impact on multiple levels expanding from understanding everyday healthcare to designing new
technology. In 2007, the Carnegie Foundation Commission of Distinguished Researchers and
Leaders concluded that the nations capacity to innovate for economic growth and the ability of
American workers to thrive in the modern workforce depend on a broad foundation of math and
science learning (The Need for New Science Standards). While there are new careers in the
mathematical and scientific fields each year and many more careers that require a solid
understanding of math and science, students are not gaining enough knowledge to be successful
in these careers.
While a 2011 survey reported that 74% of Americans think that STEM education,
education in the fields of science, technology, engineering, and mathematics, is important, the
importance has not been translated into results. American students, as a whole, have been
performing below other nations. This lack of clear scientific knowledge could lead to graduates
that are not prepared to compete in the global economy (The Need for New Science Standards).
The lack of clear science understanding compared to the science education received in other
nations is reflected in the United States scores in international science assessments. The 2012
Program for International Student Assessment ranked the United States as 23rd out of 65

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countries in science and 30th in mathematics (The Need for New Science Standards). In 2012,
54% of high school graduates did not meet the ACTs college readiness benchmark levels in
math, and 69% of graduates failed to meet the readiness benchmark levels in science (The Need
for New Science Standards). These poor test scores could also be linked with the decline of an
American presence in the global technology market. For example, in 2010, foreign competitors
filed over half of US technology patent applications (The Need for New Science Standards). The
high-tech exports from the United States have declined while China is the largest exporting
country for high-tech goods (The Need for New Science Standards). A stronger United States
presence and reputation for innovation and discovery depends on current students gaining the
necessary science knowledge.
While it is important to prepare students planning to go into the scientific and
mathematical fields with the educational foundation needed to succeed in these fields, scientific
knowledge is important for all people in our current society. A solid foundation of mathematics
and science is an advantage for anyone. People are faced with health care decisions each day.
Without a solid scientific foundation, people will have difficulties making informed decisions
when it comes to their own health or the health of a family member. People need to be able to
critically analyze and make decisions using science reports and data. Skills like data analysis
and critical thinking that are a crucial part of science education can be useful for making
decisions like buying a new car, new phone, or other technological device. As educators, we
need to focus on enhancing the scientific and technological literacy of all students to ensure that
students are prepared to enter and succeed in society.
Americans realize that science education is important for the future of our country, so
why are our students falling behind in their grasp on scientific knowledge and scientific

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thinking? One possible reason for the lack of scientific understanding is that schools across the
country did not have a clear set of consistent standards for science. The absence of a common
set of science standards was recently addressed through the creation of The Next Generation
Science Standards. The Next Generation Science Standards (NGSS) are a recent effort to
enhance science education in schools throughout the country. These standards were developed
by a team of 26 lead states along with the National Science Teachers Association, the American
Association for the Advancement of Science, the National Research Council, and Achieve, a
nonprofit organization. The developed NGSS are a set of science standards that promote science
and engineering practices, disciplinary core ideas, and crosscutting concepts that was created by
different states.

The Next Generation Science Standards

The NGSS have been recently implemented in schools throughout eleven states as of
March 2014. These standards are seeking to improve science education in schools throughout
the country as well as improve student achievement in the sciences. While these standards have
been adopted by many school districts, teachers must now find ways to implement these
standards to make science instructions effective in the classroom. Prior to implementation,
however, educators must first understand the new science standards and the three main
dimensions outlined in the standards.
At the core of NGSS, there are three main dimensions that are interconnected. These
dimensions include science and engineering practices, crosscutting concepts, and disciplinary
core ideas. A goal of NGSS is to encourage students to develop a deeper understanding of
science content and build upon their scientific knowledge base over multiple years. One way to

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achieve this goal is to have students engage in scientific and engineering practices and apply the
skills and knowledge they learn to complete tasks that are related to how science is used in the
real world. This task can be accomplished by actively engaging students in science and
engineering practices to deepen their understanding of the disciplinary ideas, crosscutting
concepts, and the nature of science (Browne, van der Veen, Catena, Leary-Elderkin, Yeomans,
Tretola, 2014).
The science and engineering practices encompasses a variety of techniques that scientists
commonly use. These techniques include the following:

asking questions and defining problems

developing and using models
planning and carrying out investigations
analyzing and interpreting data, using mathematics and computational thinking
constructing explanations and designing solutions
engaging in argument from evidence, and obtaining, evaluating
and communicating information

Figure 1 below shows the science, engineering, technology, and mathematics practices and how
they are interconnected (Poracelli, 2014). Each of these techniques can be highlighted
throughout various science units to engage students in science activities. For example, in a space
science unit, models of the solar system can be shown to students through pictures or physical
models. Students could be shown an older version of a solar system model where the distance
between each planet is the same and then shown an updated solar system model where the
distances between planets are more accurately represented. Students could be asked to compare
the models and discuss which model is more accurate. Students could then create their own
models that show an accurate representation of the distances between the planets using toilet
paper and a scale of distances. When first introducing the science and engineering practices,
teachers should scaffold the experience so that students learn to do each of these practices

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independently. Once students are taught how to do each of science and engineering practices
highlighted in the NGSS, students will be more comfortable when using these techniques again
and again with different science topics. Using the example of models again, models could be
used for a variety of topics including space science, cells, and engineering designs. The focus on
evidence based explanations will make scientific activities more meaningful and memorable for
students.

Figure 1. The science and engineering practices and how the practices are connected to
mathematics and technology. This figure is from http://www.aimsedu.org/2014/12/03/nextgeneration-science-standards-the-scientific-and-engineering-practices/
The crosscutting concepts are the second dimension included in the NGSS. These
crosscutting concepts are the big ideas of science. The big ideas are important for students to
grasp because the big ideas can often be applied to a variety of science phenomena across
different scientific disciplines. The seven crosscutting concepts include:

patterns
cause and effect
scale
proportion and quantity
systems and system models
energy and matter
structure and function
stability and change

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These are tools that students can use to make sense of the science phenomena across various
scientific disciplines. These crosscutting concepts are meant to deepen students understanding
of the disciplinary core ideas as well as unite ideas in both science and engineering.
Disciplinary Core Ideas should be used by students to help them make sense of novel
phenomena. Students can use these ideas to help them develop arguments and construct
explanations (The Next Generation Science Standards video). Each of the disciplinary core ideas
are revisited through grade bands. Therefore, knowledge is built upon each year. Students will
begin a new science lesson already having background knowledge of the content. Having the
solid foundation of the scientific language as well as the scientific skills will allow students to
have a deeper understanding of the content and a greater appreciation for science. It will be
easier to activate students prior knowledge when students already come into the lesson with
previous exposure to the science topic. Because the core ideas are a progression, similar to the
progression sequence of the Common Core State Standards, teachers can use the core ideas to
see the information students should have already learned as well as see where students will be
going in the future. These disciplinary core ideas will guide the science instruction in the
classroom because the core ideas are the information that students need to know by the end of
each lesson.

How are the standards different from old standards?

The construction of the new science standards with these three different, yet
interconnected, dimensions is one of the biggest changes to the standards. While these
dimensions are not new, the integration of these dimensions is new. One of the major benefits to
integrating the three dimensions is that students can see how the science and engineering

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practices as well as the crosscutting concepts can be applied to different science topics. For
example, students can analyze and interpret data for different science topics like states of matter
or biology. The three dimensions along with what if questions in the classroom can be used to
pique students interest in science.
Another change to the standards is the change in terminology. The term science and
engineering practices as one of the three dimensions was favored over the term scientific
inquiry when NGSS was drafted. These practices are not to replace scientific inquiry; rather,
the practices are an extension of the teaching and learning of science (Bybee, 2011). These
practices further support the actual doing of science not just learning about science. The NGSS
are different in the way the focus is on students doing science and learning through those
authentic experiences.
A main content change that was included in the NGSS was the addition of engineering to
the standards. Even though engineering is becoming increasingly important in our technology
driven society, engineering and technology have not held as much importance in school
curriculum compared with other science topics. The NGSS are placing an emphasis on
engineering and are distinguishing engineering as an entity separate from science. The main
distinction between science and engineering lies at the goal of each discipline. The goal of
science is to propose questions about the natural world and propose answers in the form of
evidence-based explanations, while engineering identifies problems of human needs and
aspirations and proposes solutions in the form of new products and processes. (Bybee, 2011).
Educators need to understand the distinction between science and engineering as well as the
many overlaps between the two before teachers can begin to teach students the science and
engineering practices. These interconnections can again be referred to in Figure 1 above. While

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incorporating engineering into the current curriculum may seem to be a difficult task, many
schools already have engineering activities in place (Bybee, 2011). For example, students may
do an egg drop experiment or students may have to construct a bridge using specific materials.
These activities are often classified as science when these experiments should really be
classified as engineering. Teachers that already use engineering experiments in their classrooms
would just have to clarify their terminology and may have to adapt the types of questions they
ask students. For example, when starting to build a bridge, teachers could first ask students why
bridges are necessary and have students identify the human need that bridges fulfill. After the
experiment is complete, students could evaluate their engineering design. A teacher could also
have students evaluate each others design and discuss changes that could be made to improve
the bridge they constructed. An activity like this uses at least five of the seven science and
engineering practices.

How to read the standards

The NGSS Release lists three main changes to the format of the standards that make the
new science standards unique when compared to previous science standards. Knowing and
understanding these format changes will help teachers be able to read and implement the
standards. One of the three changes includes the performance expectations. Previous standards
were not clear and left the determination of whether or not a student had met the standard up to
interpretation. This difference in interpretation often led to assessments that were not aligned
with the curriculum (How to read the Next Generation Science Standards). To ensure that
assessment is aligned with the curriculum, the NGSS have provided the performance
expectations that give clear targets for curriculum, instruction, and assessment (How to read the

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Next Generation Science Standards). Another big change was the inclusion of the three
dimensions within the performance expectations. The third major change is the coherence of the
standards (How to read the Next Generation Science Standards). The performance expectations
each have connections to other science topics covered in the grade level as well connections to
the Common Core State Standards in Literacy and Mathematics.
The three dimensions associated with each specific standard, along with the performance
expectation and connections are formatted in boxed charts that can be found on the NGSS
website (http://www.nextgenscience.org/sites/ngss/files/NGSS%20DCI%20Combined
%2011.6.13.pdf). The link above is a pdf of the disciplinary core ideas of the NGSS. In order to
implement these new standards into classrooms, teachers need to be able to know how to read
the standards. To provide a visual to the information detailed below, a figure is provided (Figure
3).

Figure 3. An example standard from the NGSS Release. This is a chart of one standard that can
be found within the standards listed on the NGSS website.
Each performance expectation, a statement about what the student should be able to do in
order to show that they have learned the content, has a title (How to read the Next Generation

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Science Standards) (Figure 3 A). According to the NGSS Release, these performance
expectations were written to allow for multiple means of assessment (How to read the Next
Generation Science Standards). The opportunity to have a variety of assessments allows for
more creativity in the classroom and more opportunities for students to succeed. The
performance assessments are not specific tasks. Educators have the ability to determine what
tasks the students should do after instruction to show that they have grasped the material.
The three boxes underneath the performance expectation for each standard detail the
science and engineering practices, disciplinary core ideas, and crosscutting concepts for the
specified standard. These three dimensions of NGSS were combined to create the performance
expectations (How to read the Next Generation Science Standards). The NGSS Release
recommends that teachers use several of the practices (Figure 3 B) listed under the science and
engineering practices in each lesson and not feel limited by the performance expectation (How to
read the Next Generation Science Standards). The disciplinary core ideas (Figure 3 C) included
in each standard were taken from The Framework for K-12 Science Education. These are the
most important ideas that students should learn throughout their K through 12 education. The
crosscutting concepts (Figure 3 D) for each standard detail the relationship between science and
engineering as well as the influence of science, engineering, and technology on society and the
natural world (How to read the Next Generation Science Standards).
The bottom box (Figure 3 E) lists other similar disciplinary core ideas within the grade
level and across other grades. Highlighting these connections to previously learned information
will help students make memorable connections and help student to build upon their knowledge
base. The connections across grade levels will also help teachers have a better understanding of
where the students are coming from and where students are expected to go. This bottom box

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also lists the related Common Core State Standards. The alignment of NGSS with the
mathematics and literacy standards allows for a more coherent education.

Implementing the science standards

All of these changes may seem to be overwhelming but there are ways that elementary
education teachers can begin to implement the new science standards in their classrooms.
Overall, the NGSS will require a more authentic science experiences for students. Careful
thought and consideration must be taken in order to determine the best way to create these
authentic experiences for students.
Science education at the elementary level looks different in each classroom. While one
teacher in one elementary school may incorporate more experimentation into their classroom and
allow students to learn through discovery, another teacher down the hall may use a more direct
instructional approach. The implementation of NGSS will, therefore, result in various levels of
change in different elementary school classrooms. Teachers that already allow students to
experiment and explore with the bigger science concepts will not need to make many changes.
Other teachers may need to completely change their approach to science instruction. Teachers
need to evaluate their own beliefs in order to determine which changes they should make to their
classrooms.
The first thing all teachers of science should know is that there are many resources
available to support teachers during this change. One of the great things about living in the
current technological age is all of the materials that are literally right at the fingertips of every
teacher with a computer. There are a multitude of science resources from around the world for
teachers to use. A list of some great resources can be found below in Figure 4. These resources

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include videos, blogs, and articles. Teachers should also use multiple resources in their
instruction. If there is a set textbook in the curriculum, that book should be used to its fullest
potential. Textbooks often have great diagrams and charts that can be helpful for students.
Teachers should also incorporate journal articles as well as videos of science phenomena.
During science units about cells, for example, teachers could bring up videos of cells along with
cartoons showing the individual parts of cells. This may help students gain a better
understanding of how small and complex cells really are. If available, teachers could also use
microscopes in the classroom and allow students to swab their cheeks to obtain cell samples that
can be examined. While this examination would not be incredibly complex, videos can also be
used to show experiments that may not be safe or feasible to perform in school. Aside from the
technological resources, teachers should also collaborate and use the knowledge of their
colleagues! Many times, teachers can think of great experiments and authentic science
experiences for students if they come together and share their collective knowledge.
Once teachers have their resources and know what they plan to teach, all teachers need to
understand the big concepts in science. Teachers should know the content and become experts in
the content they teach. Teachers need to know more about a particular topic than they plan to
teach. Many times in science classes, students will have really good and potentially tough
questions. Teachers need to figure out explanations that can help to clear up confusion. Students
can also form misconceptions by overgeneralizing a rule. Teachers need to have enough
background knowledge to avoid misconceptions and be ready to ask questions that guide
students to the answers they need.
Aside from understanding the concepts, teachers also need to make the connections
between concepts. Teachers also need to be able to help students make connections between

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science topics. Making connections can be relatively easy for teachers if they use the connection
presented in the individual NGSS grade-level standards. Regardless, the easiest way to make a
connection is to have sufficient background knowledge. These connections that are made would
then later be pointed out for students. For example, when learning about weather patterns, a
teacher could combine cold water dyed blue and warm water dyed red to show students how the
blue, cold water sinks to the bottom while the red, warm water stays near the surface. The
teacher could then tell students that this is like air masses because the colder air mass sinks while
the warmer air mass rises. This demonstration could then be referred to again when students
learn about ocean currents and how the cold water sinks while the warm water rests near the
surface
There are specific instructional activities that can be introduced or continued in the
classroom during science instruction that are aligned with the NGSS. Currently, most science
classrooms around the country have science lessons that involve the teacher explaining the
science concept to the whole class and then the whole class has a discussion (Trygstad, Smith,
Banilower, and Nelson, 2013). The alignment of instruction with the NGSS will move away
from this current instructional style to one that is more student-centered. Teachers can begin to
introduce project-based learning activities to immerse the class in science and engineering
practices. Students should also be required to write reflections and use evidence to support their
claims. After experimentation, students should represent and analyze data using charts and
graphs (Trygstad et. al., 2013). About 90% of teachers surveyed in a 2013 study believe that
effective teaching and learning in science includes opportunities for students to share their
thinking and reasoning, a summary of key ideas addressed in each lesson, and a purpose for each
lesson (Trygstad et. al., 2013). These are all beliefs that align with effective science teaching.

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With these pre-existing beliefs about good science instruction and the addition of instructional
objectives like the ones above, students will be shifting from memorizing science concepts to
applying their science learning. The application of content shows a higher level of learning
where students will get a deeper understanding of science content.
The NGSS should make classrooms a more accepting science learning environment.
This means that when a student asks a question the teacher does not know the answer to, the
student should be encouraged to research the answer and share it with the class. If possible, a
more enriching experience would be to extend experiments with different variables students ask
about. For example, if the class is experimenting with the type of soil that will produce the
tallest plant, an extension of that research could be centered on varying the amounts of water
individual plants are given and determining if the water amount affects the height of the plant.
Many times in science, we ask questions we do not know the answer to. The whole point of
science is to be curious enough to ask those questions. Asking questions needs to be valued so
students will continue to do so. The next step is to figure out those questions or design an
experiment that we can begin to help us answer those questions.
Children already ask a lot of questions about the world around them. Good science
instruction will help students learn how to refine their questions so that they ask good, scientific
questions. Teachers should help students learn how to ask each other questions to promote the
science dialogue in the classroom. Students should also be taught the difference between
questions and problems (Bybee, 2011). Once students are able to ask good questions, they can
begin to learn how to evaluate other scientific questions and engineering problems.
In addition, the classroom environment may need to change so that science is viewed as
something that anyone can do. A good introduction activity for this is to have students draw a

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scientist and then analyze all of the drawings in a class discussion. Many times, students draw
an elderly, white male when asked to draw a scientist. Having a conversation about how
scientists are not all older, white men and then showing students successful scientists who do not
fit that stereotypical mold is a really valuable lesson. Teachers also need to explicitly teach
students that anyone can do science and then teach students how they can be successful
scientists. This involves teaching students the tools of a scientist as well as the skills that
scientists use. Students need to be taught that a good scientist gathers information, formulates
hypotheses, performs experiments, collects data, makes sense of their data, and communicates
their findings. A simple thing, like calling students scientists during science lessons, can make a
positive difference on the attitude students have towards science as well. Students need to be
taught that scientists do not always succeed. In those moments of what seems to be failure,
scientists often learn really valuable information. The environment of the classroom has to be
one where students responses are valued and welcomed. Again, if students are too afraid to take
a risk in the classroom, they will never learn anything. It is especially crucial in science that
students feel comfortable asking their questions and failing. Science is all about making
discoveries and testing questions that may not have concrete answers. Students need to be able
to feel comfortable with finding out that their hypothesis was disproved instead of supported by
their experimental data. Students need to be taught that it is perfectly acceptable, and even
valuable, to disprove their original hypothesis.
The language used in science instruction should change as well. Teachers will need to
adapt a new form of discourse where students are asked to explain their thinking and use the
correct scientific terminology. Communication is a key component to the language changes that
will be required in science classes. Students need to be able to explain their process and results.

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Students should be immersed in writing about and discussing science in their classrooms as
well. Science experiments and engineering inventions are not solitary activities. Scientists and
engineers share their discoveries for others. Many times, students may think that scientists only
perform experiments or engineers only create inventions. Students often do not think about what
happens after a scientist completes an experiment or modifies an engineering design. It is critical
that scientists are able to communicate and share their findings verbally and through their
writing. This communication aspect is essential to the scientific process, so students should be
required to communicate their findings. Teachers need to support this by giving students
different opportunities to represent and communicate their data after experimentation. For
example, all students should keep a science log. Students should be required to keep their log
organized and to keep all details and data gathered in this log. Teachers can then have groups of
students present the findings from their experiments to their classmates. Students can also write
summaries including their procedures, findings, explanations. These three activities are
authentic and meaningful because the activities provide a great way for students to communicate
what they found with an audience.
Students need to be shown the value of science. All science lessons need to be made
explicitly relevant. Students need to know why the information is important to their lives. They
need to be able to see how they could use the information in the future. When students struggle
with a challenging concept, they often ask what the point is. If a concept is particularly
challenging, a student may be more willing to give up if they do not see the relevancy. If
students are told why what they are doing is important, they are more likely to strive through the
struggles and eventually succeed. If the content is made relevant, then students will be more
engaged, and more learning will occur overall.

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One of the most important things a teacher can remember is science should be fun for
students. Students need the hands-on science. They need to be familiar with experimenting and
exploring with various equipment and tools used by scientists. Students, especially those at the
elementary level, are naturally curious beings. Science experimentation often seems like play to
these curious kids. While many elementary teachers surveyed believe that hands-on lab
experiences should come after the teacher has explained a concept to students, it is more
effective to allow students to have those hands-on experiences as a means to learn the new
concepts (Trygstad et al., 2013). Hands-on labs should be for discovery and not as a
reinforcement to what was previously taught. Even though experimentation during every science
period may not be possible and feasible, science should be kept engaging and fun overall. If the
science instruction is fun and engaging, then students will be inspired to continue learning about
scientific concepts.
The teachers attitude about science can be a key motivating factor! A teacher that
generally enjoys science will take the time to make science fun and engaging for students. This
sort of teachers enthusiasm for science will be contagious. A teacher that does not like science
would likely not take the extra time to do the additional research and create authentic
experiences for students. Students will be able to tell if their teacher is not a fan of science, and
students may then not see the reason why science is so important to our everyday life. Overall,
these experiences that students have with science early on will affect their attitude towards
science later in life. If those first experiences are positive and memorable, then students will
have a more positive attitude towards science and be more likely to keep their science interest. If
students have a negative science experience or one where they are never encouraged to explore

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for themselves, they will likely begin to view science as a subject matter that will not be
pertinent to their lives.
Science lessons should be interdisciplinary. Science is not an isolated subject. Scientists
use math, reading, writing, and even history. On the reverse, science can be applied to all of
these subjects. The interdisciplinary piece will make science instruction more authentic.
Making science interdisciplinary may take a little bit more preparation time, but it is not
extremely difficult. NGSS is aligned with the Common Core State Standards in mathematics and
literacy. The connections to the Common Core can be found within each individual standard.
Teachers should use these connections in their lessons.

Are schools ready?

The NGSS has the potential to greatly affect science education throughout all grades in
the schools around the country. It will take a great amount of time to effectively implement the
standards into a thorough curriculum. In an article written about the potential changes that
would need to be made to effectively implement NGSS in New Jersey school districts, teachers
and administrators recognized that the implementation of NGSS would require adjustments in
instructional materials and strategies, teacher content knowledge, and classroom, school, and
district culture (Browne et al., 2014). Educators realize that in order to implement these
standards, there needs to be changes made from the district level all the way down to changes in
individual classrooms. In a recent study about the current status of elementary science education
from the 2013 National Survey of Science and Mathematics Education (NSSME), the
aforementioned factors were assessed through analysis of surveys completed by classroom
teachers as well as district representatives (Trygstad et al., 2013). According to this survey, three

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of the biggest factors that will need to be addressed in order to effectively change science
instruction include the amount of instructional time allotted for science, the acquisition of
materials for instruction, and modifications to professional development. These three factors are
all considered factors that greatly affect science instruction.
In schools across the country there is an average of 20 minutes per day devoted to science
instruction (Trygstad et al., 2013). According to the survey results, only 29 percent of grades 3-5
classes have science instruction all or most days every week of the school year (Trygstad et al.,
2013). Therefore, most classrooms are only receiving science instruction a few days a week.
The amount of time dedicated to science instruction becomes even more shocking when
compared to the average of 61 minutes spent on mathematics and 85 minutes spent on reading
and language arts (Trygstad et al., 2013). It is possible that so much time is devoted to
mathematics and reading language arts due to the emphasis placed on these subjects by the
Common Core State Standards. In order to successfully implement the NGSS, more time needs
to be devoted to science instruction every day.
School districts will need to begin to assess whether or not their instructional materials
are aligned with NGSS. If the materials are not aligned with NGSS, then the curriculum will
need to be modified appropriately. Many school districts across the country will likely have a
problem with this due to low funds for new materials. School representatives cited inadequate
funds for purchasing science equipment and supplies, lack of science facilities, and inadequate
materials for individualized science instruction all as serious problems that their school faces.
If schools do not have the funding for new science materials, students will be at a disadvantage.
Lab materials can be expensive because engaging science labs often require many materials.
Students in many schools may never get to use some tools that scientists use, like a microscope

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for example. Even cheaper items commonly used in labs like ice cubes, rubber bands, and
balloons can begin to add up. If school districts and even the country as a whole value science as
much as they seem to, more funds need to be allocated for science instruction.
An effective implementation of NGSS requires teachers to understand a variety of
science topics. Science is a dynamic field that is continually changing as new discoveries are
made. Accordingly, teachers need to be able to be updated with any changes in content as well
as new instructional approaches that are considered best practice (Trygstad et al., 2013). This
may be challenging for many elementary teachers that have to keep up with changes in the other
subjects they teach. Even more so, this could be difficult for elementary school teachers that
have not had many science courses while in college. According to the NSME survey, less than
half of elementary teachers have had at least one college course in chemistry or physics
(Trygstad et al., 2013). Without having this strong background knowledge in these science areas,
teachers will experience difficulty when trying to teach their students about these topics.
Many teachers recognize their lack of experience with science content and do not feel
prepared to teach the content in the NGSS (Trygstad et al., 2013). This lack of confidence will
show in their science instruction and ultimately affect the potential learning of their students.
Therefore, there is a need for science-related professional development. The lack of sciencebased professional development is a serious obstacle to the successful implementation to the
NGSS. Teachers around the country that have gone to professional development about science
topics reported that they learned more about planning instruction and monitoring student
understanding than how to deepen their science content knowledge (Trygstad et al., 2013). This
is a real problem because teachers need opportunities to learn the content that they will be
teaching their students. With the implementation of the NGSS, teachers will need professional

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development opportunities where they will be learning more in-depth science content. In order
for the NGSS to be implemented successfully, teachers will need to be provided with more
enriching science-related professional development opportunities.
With the changes that need to be made in schools, the NGSS may seem daunting to
teachers, but it does not have to be. At the heart of it, teachers need to ask themselves about
what good science instruction looks like in the classroom. Teachers also need to step back and
analyze their own teaching methods and determine what they are doing as a part of science
instruction. Is the teacher using direct instruction to give students the facts or is the teacher
setting up authentic learning experiences and allowing students to discover the science
knowledge? What a teacher ultimately does in their classroom depends on many factors, some
of which the teacher has no control over like district policies and available resources. If teachers
prepare themselves by learning about the NGSS and implement effective science instructional
practices within their classrooms, students will be more prepared to become science literate
members of the global society.

Liput 23

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