Establishing a learning progression for the science and engineering practice of developing and using models for middle school STEM

Abstract

The framework of the Next Generation Science Standards (NGSS) groups together middle school students as a single "grade band" for learner outcomes. At the International School of Ho Chi Minh City -- American Academy (ISHCMC-AA) middle school STEM teachers have observed considerable differences academically between grade 6, 7, and 8 students. Therefore, establishing a learning progression (LP) for science and engineering practices (SEP) would be highly beneficial for the middle school STEM department. This action research used a mixed-methods approach to triangulate data of student performances and perceptions of strengths and weaknesses for the SEP of developing and using models of novel phenomena. Based on data collected from middle school STEM students (N=85) a LP that increases in science skills and cognitive abilities for learning outcomes by the ends of grades 6, 7, and 8 has been established and used as a department wide standard of student performance expectations.