A new paper was published in the September issue of the International Journal of Science Education.
Forbes, C.T., Lange, K., Möller, K., Biggers, M., Laux, M., & Zangori, L. (2014). Explanation-construction in 4th-grade classrooms in Germany and the United States: A cross-national comparative video study. International Journal of Science Education, 36(14), 2367-2390.
This research involved a comparative study of 4th-grade classrooms in the U.S. and Germany involving samples of videorecorded science instruction around a variety of topics. We used the P-SOP instrument to characterize scientific practices and processes of inquiry in which students were observed taking part. While there were many similarities between the nature of science teaching and learning in classrooms in the two countries, we also found key differences in how students were afforded opportunities to formulate scientific explanations, a crucial scientific practice highlighted in the Next Generation Science Standards. This study was a wonderful opportunity to extend the impact of PIESC3 project through an very fulfilling and enjoyable collaboration with colleagues from the University of Münster in Germany. I thank Kim Lange, Kornelia Möller, and Mira Laux for their contributions and collegiality. I look forward to continuing to work together on issues related to elementary science.