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Idle chatter or compelling conversation? The potential of the social media‐based # NGSSchat network for supporting science education reform efforts
Author(s) -
Rosenberg Joshua M.,
Reid Joshua W.,
Dyer Elizabeth B.,
Koehler Matthew,
Fischer Christian,
McKenna Thomas J.
Publication year - 2020
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21660
Subject(s) - conversation , social network (sociolinguistics) , social network analysis , psychology , social media , transactional leadership , public relations , collegiality , pedagogy , mathematics education , sociology , social psychology , computer science , political science , world wide web , communication
The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media‐based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles—to the detriment of intended changes in the system. In this study, we analyzed more than 7,000 posts from individuals participating in #NGSSchat on Twitter ( n = 247) during 2 years of 1‐hr synchronous discussions. We studied the depth and types of conversations that took place, the extent to which the involvement of teachers, administrators, researchers, and organizations was balanced, and what explains participation in the network over time. Using a mixed‐methods approach involving social network analysis, we found that conversations were primarily transactional, or social, and substantive, or providing opportunities for sense‐making about the standards or for participants to transform their practice and that individuals from diverse roles participated, with teachers comprising the plurality of those involved. Additionally, researchers, administrators, and teachers were the most active in the network, with no differences in both initiating, or sending, and being the recipients of, or receiving, replies as a part of conversations. Finally, we found that being a teacher or administrator, as well as receiving replies from individuals who were important in the network, were positively related to sustained involvement in the network in the following year. We discuss how #NGSSchat—as a social media‐based professional network—demonstrates similar features in other effective networks, and how social media‐based networks invite new visions for how to implement ambitious, large‐scale changes in science education.