Preliminary Data Analyses Next Generation Science Teacher Preparation Debra L. Linton, William E. Falkner, Janice H. Tomasik, James T. McDonald Project Background Progress Preliminary Results The Next Generation Science Standards (NGSS) emphasize the integration of Scientific Practices and Crosscutting Concepts into the teaching of K-12 science content (Disciplinary Core Ideas). However, most of the science courses that preservice teachers take in college do not follow this format, so they have little frame of references for implementing this inquiry-based teaching model. We proposed to develop a Life Science course for pre-service elementary teachers that includes: student-centered class meetings where students apply the disciplinary core ideas and cross-cutting concepts in active learning exercises; laboratory sequence modeled on the NGSS scientific practices; and additional laboratory hour for the discussion of pedagogy topics. Completed Development: thirteen new laboratory exercises and assessments that incorporate the scientific practices into inquiry-based activities at varying levels thirteen pedagogy lessons and assessments introducing topics such as writing learning objectives, designing assessments, designing inquiry-based instruction lecture sequence (40 class meetings) covering the NGSS disciplinary core ideas using a partially-flipped active-learning approach with multiple daily in-class cooperative learning activities Assessment Data Collected: Biology Course: Exams, selected lecture activity writings, laboratory assessments, inquiry writings (students were asked to define and describe inquiry-based instruction). Science Teaching Methods Course: pre-revision lesson plans and teaching science as inquiry responses Figure 1. Comparison of multiple choice and extended response grades for students in the pre-revision class (n=74) vs. the revised class (n=56). * indicates significant difference (p< 0.05). Goals Higher performance on Biology content knowledge assessments. Evidence: Lecture exams and laboratory assessments. Deeper understanding of the inquiry-based nature of science. Evidence: Laboratory assessments, inquiry reflective writing, focus group interviews. Higher levels of inquiry in lessons designed. Evidence: Lessons designed in teaching methods courses. Higher levels of inquiry in lessons delivered. Evidence: Lessons presented in teaching methods courses. Greater confidence in ability to teach science using inquiry. Evidence: Teaching Science as Inquiry instrument (Smolleck and Yoder, 2009), focus group interviews. Preliminary Data Analyses Figure 2. Comparison of inquiry coding for students in the pre-revision class (n=60) vs. the revised class (n=44). * indicates significant difference (p< 0.05). Exams: We compared the combined multiple choice scores and extended response scores between treatments averaged across all four lecture exams using a t-test. Inquiry Writings: Inquiry writings were coded for key concepts by a single rater. Percentages for each concept were compared pre- vs post-revision using a z-test. Discussion Students in the revised course perform better on extended response assessments, but not on multiple choice questions. More students in the revised course included more correct concepts in their description of inquiry-based instruction, including a stronger emphasis on the student-centered design of inquiry. Much additional data analysis remains to be completed. No students from the revised biology course have yet reached the science teaching methods course for longitudinal data collection and analysis. Acknowledgements This work is funded by a grant from the National Science Foundation. Progress and Preliminary Analyses