Cultivating Student Agency Through the Use of Authentic Science Practices

This paper examines a needed shift in teaching secondary science students as more states and school districts adopt the Next Generation Science Standards (NGSS) for assessing student skills and knowledge. The eight practices identified by the NGSS offer an opportunity to incorporate authentic science instruction into the classroom. Research supports that students who gain confidence in authentic science practices have a broader and deeper understanding of the nature of science. Research also supports that students who improve authentic practices are more likely to trust scientific findings and be more apt to take action on social and environmental issues. This shift in behavior represents real student agency and is more likely to develop when practiced in student-centered classrooms. Studies show that teachers who exhibit personal agency have a more significant positive impact on developing agency in their students. In response to the literature review, a professional development seminar was created to foster teacher agency by assisting those wanting to incorporate authentic science practices into student-centered classrooms. Following the seminar, teachers will be part of a professional learning community to allow them a support network as they develop authentic science experiences that align with their skills and interests as science educators