A Proof-of-Concept Study in the Development of an Observation Protocol Based on Science and Engineering Practices

Inquiry-based science education has been a topic of extensive study and discussion. In 2018, the National Science Teaching Association revised their recommendations about inquiry-based teaching, endorsing three-dimensional learning as a more comprehensive approach for students in science classes. This model, known as three-dimensional teaching and learning (3DT), integrates three key dimensions: 1) science and engineering practices, 2) cross-cutting concepts, and 3) disciplinary core ideas. Accordingly, this study investigated the feasibility of developing an observation protocol based on the science and engineering practice "Planning and Carrying Out Investigations." Participants included both science teachers and instructional leaders. Two research questions guided this investigation: (1) Is it feasible to utilize the Science and Engineering Practices as a framework for the development of an observation protocol intended for use by instructional leaders in secondary science classrooms? (2) How do instructional leaders and science teachers assess a science lesson differently, and what are the implications of these potential similarities or differences on the feasibility of the observation protocol outlined in Research Question 1? Data was collected over the course of three sequential phases: 1) soliciting feedback from expert reviewers, 2) conducting a focus group with secondary school science teachers and secondary school administrators, and 3) administering an online pilot study of secondary science teachers and secondary school administrators from Virginia, who tested the observation protocol using video recordings of science lessons. The findings that emerged from this investigation support the idea of using a Science and Engineering Practices-based observation protocol like the one tested in this study. Additionally, the data suggest potential avenues for future research, such as the degree to which administrators would benefit from having subject-specific observation forms.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2024

Author dc:creator

• Maguire, Jennifer Lynn

Chairs dc:contributor.committeechair

• Bodenhorn, Nancy E.
• Ferand, Natalie Louise Kincy

Committee members dc:contributor.committeemember

• Brand, Brenda R.
• Skaggs, Gary E.
• Sato, Takumi Carl

• observation protocol
• science education
• instructional leadership
• science and engineering practices

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:40314

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/121253