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It frames the problem within rising expectations from the Next Generation Science Standards and related academic standards, and reviews research on teacher professional knowledge bases, emphasizing pedagogical content knowledge and topic-specific professional knowledge. 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Hayes  \nCourtney L. Plumley  \nP. Sean Smith  \nR. Keith Esch  \nHorizon Research, Inc.  \n326 Cloister Court  \nChapel Hill, NC 27514-2296  \nMay 2017  \nACKNOWLEDGEMENT  \nThis material is based upon work supported by the National Science Foundation under Grant No. DRL-1417838. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  \nTABLE OF CONTENTS  \nPage  \nIntroduction ..................................................................................................................................... 1  \nMethodology ................................................................................................................................... 3  \nFindings........................................................................................................................................... 7  \nConclusion .................................................................................................................................... 17  \nImplications for Instruction........................................................................................................... 18  \nReferences ..................................................................................................................................... 20  \nAppendix ....................................................................................................................................... 24  \nINTRODUCTION  \nElementary teachers face formidable obstacles when planning and implementing science instruction, including inadequate preparation opportunities, lack of resources, and accountability pressures. Data from the 2012 National Survey of Science and Mathematics Education bear this out (Banilower et al., 2013) . Further, the expectations for elementary science instruction were raised to a new level with the release of the Next Generation Science Standards (NGSS Lead States, 2013),the latest in a series of college and career-ready standards. Together with the Common Core State Standards in Reading and Mathematics (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010a, 2010b) , they put forthan ambitious vision of what students should know and be able to do in these fields as a result of K–12 education. To realize the vision of excellent science education for all students portrayed in the NGSS, elementary teachers will need to draw on varied domains of knowledge. Prominent educators and researchers have proposed the existence of a professional knowledge base for teaching, similar to the specialized knowledge bases for medicine and law (Grossman, 1990; Hiebert, Gallimore, & Stigler, 2002; Hill, Rowan, & Ball, 2005; Shulman, 1986) . Efforts to articulate the components of such a knowledge base have been underway for over two decades.  \nSome constituent knowledge forms, such as disciplinary content knowledge, are fairly well understood and widely accepted as necessary, but not sufficient, for effective teaching (e.g., Heller, Daehler, Wong, Shinohara, & Miratrix, 2012) . Perhaps the most widely recognized form of specialized knowledge for teaching—and arguably the one with the most potential for helping teachers overcome knowledge-related obstacles—is “pedagogical content knowledge”(PCK), which Shulman (1986) described as an amalgam of pedagogical knowledge (general teaching knowledge) and content knowledge (knowledge of a specific discipline) . An oft-cited example is knowledge of an effective strategy for teaching a particular concept; for example, having students slide an object on progressively smoother surfaces to construct an understanding of the idea that an object in motion tends to remain in motion in a straight line unless a force","cbCaiqgJdDQFyouT","https://ap.wps.com/l/cbCaiqgJdDQFyouT","pdf",687610,37,"English","# Introduction\n# Methodology\n# Findings\n# Conclusion\n# Implications for Instruction\n# References\n# Appendix","[{\"question\":\"What obstacles do elementary teachers face when planning and implementing science instruction?\",\"answer\":\"The document highlights inadequate preparation opportunities, lack of resources, and accountability pressures.\"},{\"question\":\"Which standards are discussed as raising expectations for elementary science instruction?\",\"answer\":\"It references the Next Generation Science Standards (NGSS) and also the Common Core State Standards in Reading and Mathematics.\"},{\"question\":\"What forms of teacher knowledge does the report emphasize for effective teaching?\",\"answer\":\"It focuses on professional knowledge bases, especially pedagogical content knowledge (PCK) and topic-specific professional knowledge (TSPK), and explains how TSPK can become personal PCK through teachers’ use in practice.\"}]","A Review of the Research Literature on Teaching about Interdependent Relationships in Ecosystems to Elementary Students - May 2017 | PDF",1792051054,93]