A Structural Model of Elementary Teachers\u27 Knowledge, Beliefs, and Practices for Next Generation Science Teaching

The publication of the National Research Council\u27s Framework for K-12 Science Education (2012) and the Next Generation Science Standards (NGSS Lead States, 2013) marked a turning point in science education characterized by a shift away from the idea that students should learn about a set of science facts and toward the idea that students should figure out core science ideas by solving problems and making sense of phenomena. To successfully realize the vision for science education that was articulated in the reform documents, teachers\u27 science classroom practices will need to change, particularly at the elementary level. Science education research has suggested that teachers\u27 science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction may impact teachers\u27 implementation of classroom practices consistent with the reforms. The goal of this causal structural analysis using an ex post facto research design was to empirically test a proposed conceptual model for teachers\u27 knowledge, beliefs, and practices and to examine the direct and indirect effects of science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction on teachers\u27 implementation of science classroom practices consistent with the reforms. The sample for this study consisted of 731 elementary teachers who were surveyed as part of the 2012 National Survey of Science and Mathematics Education. Structural equation modeling was used to test the overall model structure, the amount of variance in science classroom practices that could be explained by the model, and the direct and indirect effects of science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction on science classroom practices. Results from analyses supported the conclusion that science subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction work together to impact science classroom practices. Furthermore, science subject matter knowledge and topic specific professional knowledge emerged as particularly important variables in the model. To support elementary teachers in implementing classroom practices consistent with the reforms, pre-service and in-service professional learning experiences need to focus attention on developing elementary teachers\u27 science subject matter knowledge in combination with topic specific professional knowledge. Recommendations for future research include creating and utilizing instruments to measure teachers\u27 three dimensional beliefs about effective science instruction, further testing and revising the conceptual model for teachers\u27 knowledge, beliefs, and practices, and investigating strategies to improve elementary teachers\u27 science subject matter knowledge and topic specific professional knowledge