David Stroupe

University of Utah | UOU

Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to “try out” ambitious instruction are difficult to construct and analyze. To address this problem, we descri...

The Next Generation Science Standards (NGSS) [Achieve, Inc. [2013]] represent a broad consensus that teaching and learning expectations must change. Rather than memorizing and reciting information, students are now expected to engage in science practices to develop a deep understanding of core science ideas. While we want to share in the optimism a...

We argue that students should take on roles as epistemic agents—those who shape knowledge production and practices of a community. In this study, the research team—a science educator and two scientists—worked with a sixth‐grade teacher to provide 90 students with opportunities to take up epistemic agency over a 22‐day unit about moth ecology. We us...

In this article, we summarize more than a decade of work on high-leverage practices being used in the context of science teacher preparation. We describe the challenges and insights that ultimately resulted in more robust practices, a diversified suite of tools to support these practices, expanded knowledge of our own teacher education pedagogies,...

Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marg...

In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real...

This chapter shares three theoretical frameworks that can be especially helpful in puzzling through six perennial “problems of learning teaching”; enactment, observation, vision, equity, complexity and fragmentation. Each of the three frameworks signals specific principles that can help address those perennial problems, and in turn, can help guide...

At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers’ (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to thei...

Science educators agree that computation is a growing necessity for curricula at many levels. One program looking to bring computation into high school classes is ICSAM (Integrating Computation in Science Across Michigan), an NSF-funded program at Michigan State University. ICSAM is a year-round program that brings a community of teachers together...

Recent studies reveal people from marginalized groups (e.g., people of color and women) continue to earn physics degrees at alarmingly low rates. This phenomenon is not surprising given reports of the continued perception of physics as a masculine space and the discrimination faced by people of color and women within the field. To realize the visio...

This chapter shares three theoretical frameworks that can be especially helpful in puzzling through six perennial “problems of learning teaching”: enactment, observation, vision, equity, complexity, and fragmentation. Each of the three frameworks signals specific principles that can help address those perennial problems, and in turn, can help guide...

Despite efforts to help youth form better connections to the natural world, many recent science initiatives (such as the Next Generation Science Standards) privilege laboratory science over field science, thus reinforcing an image of science that is placeless and individual. To better understand the impact of field science on youth, we examined you...

We provided secondary science mentor teachers (MTs) with a series of professional learning sessions to support their work with the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, which their preservice teachers (PSTs) encountered in methods courses. By investigating the MTs' critical pedagogical discours...

This study reports on eleven second-year teachers who were all students in the same practice-based secondary science methods courses framed around ambitious science teaching. In this qualitative embedded single case study, we examined if, how, and why novice teachers linked their current critical pedagogical discourses and instruction back to any p...

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or...

Background and Context Computing is being integrated into a range of STEM disciplines. Still, computing remains inaccessible to many minoritized groups, especially girls and certain people of color. In this mixed methods study, we investigated racial and gendered patterns of equity and inequity in high school physics classrooms incorporating comput...

We argue that unless teachers provide students with openings to take up some form of epistemic agency through the use of tools, and if students do not perceive and act on such openings, then the rhetoric of the Framework and Next Generation Science Standards—focused on participation in practices—is empty and aims to perpetuate the status quo of cur...

https://www.routledge.com/Reframing-Science-Teaching-and-Learning-Students-and-Educators-Co-developing/Stroupe/p/book/9781138194069 Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students i...

The foundational document of the current science standards movement—the Framework for K-12 Science Education—is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful pri...

This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a “place of science” in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's classroom promoted...

Background/Context: There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a c...

Instructional tasks are key features of classroom practice, but little is known about how different components of tasks—such as selecting or designing tasks for a lesson, launching, and implementing them with students—shape the conditions for students’ intellectual engagement in science classrooms. Employing a qualitative multiple case study approa...

I investigated how five first-year teachers—all peers from the same science methods class framed around ambitious instruction—used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they read...

To better understand how novices take up an ambitious instruction lens on teaching while negotiating these contexts, we have engaged in several longitudinal studies. These have helped reveal how beginning science teachers learn from their attempts to enact reform-orientated instruction. In this chapter, we describe two main assertions that emerged...

This book adds to the current discussion about newly hired science teachers. Collectively, the authors provide insights that are related to both research and practice. The research suggestions emerge from studies of new teachers, while the practical side of this book presents approaches to supporting new teachers that are grounded in research. With...

T he Next Generation Science Standards (NGSS) offer new expectations for the intellectual work students , and their teachers, will have to engage in to deeply understand physical science (NGSS Lead States 2013). However, few examples exist that examine how teachers and students work together to engage in physical science practices. In this article,...

A lack of coherence about norms for instruction between preparation contexts often results in tensions for beginners about learning to teach. I wondered if planning tools created in a university setting, designed to support ambitious instruction, could act as boundary objects to help novices bring ambitious teaching into classrooms. As such, I exam...

The Next Generation Science Standards and other reforms call for students to learn science-as-practice, which I argue requires students to become epistemic agents—shaping the knowledge and practice of a science community. I examined a framework for teaching—ambitious instruction—that scaffolds students’ learning of science-as-practice as they act a...

Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional—i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage practi...

One of the critiques of professional preparation cited in this volume is that teacher education courses offered at universities are "not relevant to what is happening in schools." This may be a generous assessment. More fundamentally, we are not sure what gets taught during teacher preparation, only that it varies dramatically from one institution...