The Iterative Design of a Model-Based Inquiry Unit Planning Tool for Preservice Science Teachers

While limited NGSS-designed curricula are available, there is a lack of unit planning tools for preservice science teachers (PSTs). To address this gap, we developed a model-based inquiry (MBI) unit planning tool over a two-year period. Our design-based research (DBR) focused on the refinement of the planning tool. To do this, we investigated the uncertainty and ambiguity PSTs experienced with the MBI planning tool, using classroom video data, Google Document tracking, and end-of-semester interviews, and evaluated K-12 student opportunity to learn (OTL) using survey responses from a questionnaire from one IST’s classroom. In all, we identified 65 instances of uncertainty and ambiguity grouped into the following themes: Identification of the anchoring phenomenon (n = 13 instances), Scaffolding specific activities or lessons within the MBI unit (n = 33 instances), Using the planning tool across different school contexts, with diverse K-12 students, and across a range of topics (n = 12 instances). Related to OTL, K-12 students generally reported OTL that aligned to the practice turn in science education. However, because K-12 students reported lower OTL related to understanding and using science explanations and generating and using scientific evidence, we sought to improve the MBI planning tool in relation to these strands of science learning. In response to PSTs’ uncertainty and ambiguity and K-12 student OTL data, we enhanced the MBI unit planning tool with detailed descriptions, equity and social justice guidance, and consensus-building strategies. The research reveals the potential for supporting PSTs with unit planning tools that aligns to the practice turn in science education.