Leading instructional improvement in elementary science: State science coordinators' sense-making about the Next Generation Science Standards

Abstract

The Next Generation Science Standards (NGSS), a reform effort “for states, by states,” advances ambitious ideals for elementary science teaching, but the fate of these ideals will depend in part on the engagement of state science coordinators (SSCs). This article explores the responses of SSCs to NGSS in a purposeful sample of 18 US states. Based on analysis of 19 interviews with 22 SSCs, we develop two arguments. First, SSCs' ideas about improving elementary science education converged around three themes: the introduction of three-dimensional science teaching and learning, the integration of engineering with science teaching, and the integration of science with ELA and mathematics. Second, SSCs' sense-making about reforming elementary science education was situated in and shaped by (a) their knowledge of how elementary science instruction has been and continues to be de-prioritized, as well as their experiences (b) facilitating work groups in developing science standards using the Framework for K-12 Science Education, and (c) participating in professional networks.