A Case Study of Middle School Science Teachers' Perceptions of Next Generation Science Standard

Current science education reform has been the most recent initiative to increase scientific literacy of students in K-12 public schools. Next Generation Science Standards placed emphasis on scientific literacy as the goal of science education and incorporated science and engineering practices into the curriculum. Inclusion of these new practices stemmed from the initiative to prepare students to be college and career ready when they graduated high school. The purpose of this qualitative case study explored middle school science teachers' perceptions of Next Generation Science Standards to investigate whether these newly implemented science standards influenced teaching and learning. This study followed science teachers (n = 9) (grades six through eight) in a rural middle school context, in a South Carolina school district. An intended outcome of this study explored teachers' perceptions regarding science reform to determine whether teachers perceived the newly implemented standards influenced instruction and learning in science. Middle school science teachers (n = 9) responded to a 15-item Likert-type survey, participated in a focus group interview, and engaged in member checking after the focus group interview was transcribed. Data were collected from the teacher perception survey. A Cronbach's alpha coefficient indicated the survey proved reliable. The focus group interview was transcribed. Data were recorded and analyzed for emerging themes and patterns of responses. Findings indicated teachers perceived Next Generation Science Standards influenced teaching and learning. New standards emphasized shifts in pedagogy and learning from a traditional content driven scripted curriculum to a practices oriented paradigm. Implications of findings have potential to change how prospective science educators are trained. Future studies of teacher preparation programs may indicate if teachers are prepared to plan and implement instructional strategies as intended by Next Generation Science Standards.