High-Impact Strategies for Implementing Next Generation Science Standards

Like many members of the ChemEd X community, I am working with colleagues to teach and assess the Next Generation Science Standards in our high school’s general chemistry course. We are invested in engaging our students in Three-Dimensional Learning. This article aims to introduce readers to four of the high-impact shifts in mindset and practices we believe are helping our students learn to be better scientists.

NGSS-ify Alka-Seltzer Rockets

Given a guiding question, students determined what they wanted to test, did the experiment and got their CER boards ready for review. Instead of a regular argumentation session, we had a glow and grow session, where students had to provide positive and negative feedback for each board.

A “Science Reasoning Rubric” to Support Argumentative Writing

I put together a Science Reasoning Rubric that can be used for many writing prompts in a Chemistry class. It can be used whether a prompt is more suited toward a claim or an explanation. I like that the rubric can be used for lots of the writing tasks students will encounter in a Chemistry class. This means students get used to seeing it, and this consistency is helpful as students write explanations and claims throughout the year.

Synergistic Inquiry

Some research indicates that it is not always beneficial for students to work entirely on their own as they conduct inquiry-based investigations. This article explores a method of inquiry learning in which teachers and students work together to envision, conduct, and analyze experiments.

Arguing Density

In an effort to implement the science and engineering practices of the NGSS, I have tried to introduce argumentation as a practice into my chemistry courses. I share some growing pains and what I have learned through the process in this blog post.