{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80856"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80856","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Implementation of the Next Generation Science Standards: An In-Depth Analysis of Science and Engineering Practices in the Enactment of an Interdisciplinary STEM Unit in an Eighth Grade Science Classroom","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Chudyk, Sarah"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Waight, Noemi","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:47:35Z","date_published":"2019-10-29T16:47:35Z","updated_at":"2026-07-27T19:05:25Z","subjects":["science education","Secondary education","education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80856","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Waight, Noemi","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Chudyk, Sarah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-10-29T16:47:35Z","2019","2019-07-19 10:59:42"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["science education","Secondary education","education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80856"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Traditionally, science courses are taught individually and in isolation from other related disciplinary content, and thus fail to emphasize the interconnections that exist among the related subject areas. However, the implementation and adoption of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013) has reintroduced a renewed focus on the interdisciplinary nature of science, technology, engineering, and math (STEM). More specifically, the NGSS addresses the interconnections and cross cutting concepts related to science and engineering practices. This study thus examined the implementation and enactment of an interdisciplinary STEM unit that intentionally engages the NGSS practices that support interdisciplinary learning in an 8th grade science classroom. The study documented (1) an in-depth analysis of the implementation and modes of instructional enactment of NGSS science and engineering practices, developing and using models, and analyzing and interpreting data, of an interdisciplinary STEM unit, (2) how an inquiry-based teaching and learning approach facilitates this enactment, and (3) how 8th grade students experience the enactment of this interdisciplinary STEM unit in terms of their understanding of scientific phenomena, interactions with models and analyzing and interpreting data, and how they make sense of scientific phenomena in group collaborations. Using a case study approach, data collection involved classroom observations, student interviews, audio recording of students’ group work, classroom artefacts, and the researcher reflective notes."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Implementation of the Next Generation Science Standards: An In-Depth Analysis of Science and Engineering Practices in the Enactment of an Interdisciplinary STEM Unit in an Eighth Grade Science Classroom"]}]}],"canonical_facts":{"dc:contributor":["Waight, Noemi","Learning and Instruction"],"dc:creator":["Chudyk, Sarah"],"dc:date":["2019-10-29T16:47:35Z","2019","2019-07-19 10:59:42"],"dc:description":["Ph.D.","Traditionally, science courses are taught individually and in isolation from other related disciplinary content, and thus fail to emphasize the interconnections that exist among the related subject areas. However, the implementation and adoption of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013) has reintroduced a renewed focus on the interdisciplinary nature of science, technology, engineering, and math (STEM). More specifically, the NGSS addresses the interconnections and cross cutting concepts related to science and engineering practices. This study thus examined the implementation and enactment of an interdisciplinary STEM unit that intentionally engages the NGSS practices that support interdisciplinary learning in an 8th grade science classroom. The study documented (1) an in-depth analysis of the implementation and modes of instructional enactment of NGSS science and engineering practices, developing and using models, and analyzing and interpreting data, of an interdisciplinary STEM unit, (2) how an inquiry-based teaching and learning approach facilitates this enactment, and (3) how 8th grade students experience the enactment of this interdisciplinary STEM unit in terms of their understanding of scientific phenomena, interactions with models and analyzing and interpreting data, and how they make sense of scientific phenomena in group collaborations. Using a case study approach, data collection involved classroom observations, student interviews, audio recording of students’ group work, classroom artefacts, and the researcher reflective notes."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80856"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["science education","Secondary education","education"],"dc:title":["Implementation of the Next Generation Science Standards: An In-Depth Analysis of Science and Engineering Practices in the Enactment of an Interdisciplinary STEM Unit in an Eighth Grade Science Classroom"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:25Z"}