Teachers' Role in Modeling Science and Engineering Practices: A Key to Effective Scientific Inquiry

Strategic Insights -

Teachers play a vital role in modeling science and engineering practices (SEPs) for students, as they are responsible for demonstrating and exemplifying essential questioning, problem-solving, and thinking approaches to scientific discovery. New research from Clemson University has highlighted the importance of teachers' familiarity and comfort with using and modeling SEPs in order to enhance students' scientific and engineering capabilities.

Key Takeaways:

  • 363 middle school teacher observations were deductively coded based on the eight SEPs outlined in A Science Framework for K-12 Science Education.
  • Quantitative Ethnography (QE) and Epistemic Network Analysis (ENA) statistical modeling were employed to provide a deeper insight into the relationships among SEP codes and visualize their connections as they are displayed by teachers.
  • The most commonly used practice modeled across teachers was Constructing explanations and designing solutions, while the practice for Engaging in argument from evidence was less frequently seen.
  • Differences were seen between math and science teachers in which SEPs most often occurred together, with Using mathematical and computational thinking and Asking questions and defining problems predominately co-occurring in math classes, while science teachers demonstrated the practices of Constructing explanations and designing solutions in tandem with Obtaining, evaluating, and communicating information more frequently.
  • The study highlights the critical need for teachers to familiarize themselves with and model the SEPs required for scientific inquiry in order to enhance students' scientific and engineering capabilities.
  • Research was conducted by Virginia E. Clark, Katherine Mulholland, Devan A. Jones, Stephanie M. Madison, and Jeff C. Marshall, with financial support from the Carolinas Consortium and the US Department of Education.

Statistics:

  • 363 middle school teacher observations were analyzed in the study.
  • 8 SEPs were outlined in A Science Framework for K-12 Science Education.
  • Constructing explanations and designing solutions was the most commonly used practice modeled across teachers.
  • Engaging in argument from evidence was the least frequently seen practice.
  • Math and science teachers demonstrated different patterns of SEPs, with Using mathematical and computational thinking and Asking questions and defining problems co-occurring more frequently in math classes.

Sources:

  • VertialNews, "New Report on Pediatrics Released" (2025)
  • Clemson University, "Cultivating Stem Competence: Teacher Modeling of Science and Engineering Practices In Middle Schools" (Journal of Science Education and Technology, 2025)
  • Springer, "Journal of Science Education and Technology" (www.springerlink.com/content/1059-0145/)
  • NewsRx, "New Pediatrics Study Findings Reported from Clemson University (Cultivating Stem Competence: Teacher Modeling of Science and Engineering Practices In Middle Schools)" (Education Letter, August 13, 2025)