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Journal of Science Teacher Education Volume 32, 2021 - Issue 7: NGSS Special Issue
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Feature Articles

Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program

Daniel C. Edelsona BSCS Science Learning, Colorado Springs, Colorado, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2261-4065View further author information
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Brian J. Reiserb School of Education and Social Policy, Northwestern University, Evanston, Illinois, USAORCID Iconhttps://orcid.org/0000-0002-2961-0385View further author information
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Katherine L. McNeillc Boston College, Boston, Massachusetts, USAORCID Iconhttps://orcid.org/0000-0003-3673-6637View further author information
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Audrey Mohana BSCS Science Learning, Colorado Springs, Colorado, USAView further author information
,
Michael Novakb School of Education and Social Policy, Northwestern University, Evanston, Illinois, USAORCID Iconhttps://orcid.org/0000-0002-5784-2554View further author information
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Lindsey Mohana BSCS Science Learning, Colorado Springs, Colorado, USAView further author information
,
Renee Affolterc Boston College, Boston, Massachusetts, USAView further author information
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Tara A. W. McGillb School of Education and Social Policy, Northwestern University, Evanston, Illinois, USAView further author information
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Zoë E. Buck Braceya BSCS Science Learning, Colorado Springs, Colorado, USAORCID Iconhttps://orcid.org/0000-0003-4826-3582View further author information
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Jamie Deutch Nollb School of Education and Social Policy, Northwestern University, Evanston, Illinois, USAORCID Iconhttps://orcid.org/0000-0002-3628-2711View further author information
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Susan M. Kowalskia BSCS Science Learning, Colorado Springs, Colorado, USAORCID Iconhttps://orcid.org/0000-0002-2012-6378View further author information
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Dawn Novaka BSCS Science Learning, Colorado Springs, Colorado, USAView further author information
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Abraham S. Loa BSCS Science Learning, Colorado Springs, Colorado, USAORCID Iconhttps://orcid.org/0000-0003-1365-0101View further author information
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Carolyn Landeld Charles A. Dana Center, University of Texas, Austin, Texas, USAView further author information
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Andrew Krumme University of Michigan, Ann Arbor, Michigan, USAView further author information
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William R. Penuelf University of Colorado, Boulder, Colorado, USAORCID Iconhttps://orcid.org/0000-0001-7096-6669View further author information
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Katie Van Horneg Concolor Research, Boulder, Colorado, USAORCID Iconhttps://orcid.org/0000-0002-6276-5805View further author information
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María González-Howardh College of Education, University of Texas, Austin, Texas, USAORCID Iconhttps://orcid.org/0000-0003-3575-3937View further author information
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Enrique Suárezi University of Massachusetts, Amherst, Massachusetts, USAORCID Iconhttps://orcid.org/0000-0002-6550-8580View further author information
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Pages 780-804 | Published online: 24 Sep 2021

Citations (10)

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Read on this site (5)

William R. Penuel, Anna-Ruth Allen, Clarissa Deverel-Rico, Corinne Singleton & Carol Pazera. (2023) How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning. Journal of Science Teacher Education 34:8, pages 861-882.
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Ashlyn E. Pierson, Corey E. Brady, Douglas B. Clark & Pratim Sengupta. (2023) Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum. Cognition and Instruction 41:2, pages 125-157.
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Todd Campbell & Okhee Lee. (2021) Instructional Materials Designed for A Framework for K-12 Science Education and the Next Generation Science Standards: An Introduction to the Special Issue. Journal of Science Teacher Education 32:7, pages 727-734.
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Tricia Shelton. (2021) Commentary: Developing NGSS-Designed Instructional Materials with Teachers “At the Table”. Journal of Science Teacher Education 32:7, pages 852-857.
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Elizabeth A. Davis. (2021) Commentary: Instructional Materials Supporting Teachers’ Professional Learning. Journal of Science Teacher Education 32:7, pages 836-841.
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Articles from other publishers (5)

Benjamin R. Lowell & Katherine L. McNeill. (2022) Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development. Journal of Research in Science Teaching 60:7, pages 1457-1487.
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Peng He, I‐Chien Chen, Israel Touitou, Kayla Bartz, Barbara Schneider & Joseph Krajcik. (2022) Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system. Journal of Research in Science Teaching 60:4, pages 724-760.
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Adam G. L. Schafer, Thomas M. Kuborn, Cara E. Schwarz, Megan Y. Deshaye & Ryan L. Stowe. (2023) Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials. Chemistry Education Research and Practice 24:1, pages 71-88.
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William R. Penuel, Brian J. Reiser, Tara A. W. McGill, Michael Novak, Katie Van Horne & Allysa Orwig. (2022) Connecting student interests and questions with science learning goals through project-based storylines. Disciplinary and Interdisciplinary Science Education Research 4:1.
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Benjamin R. Lowell, Kevin Cherbow & Katherine L. McNeill. (2021) Considering discussion types to support collective sensemaking during a storyline unit. Journal of Research in Science Teaching 59:2, pages 195-222.
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