Science Instructional Practices Survey Instrument (SIPS)

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Instrument Overview

Expert Notes AvailableView expert commentary on strengths and cautions for this instrument
Strengths

Covers a broad range of instructional approaches beyond traditional inquiry

Well-suited for large-scale studies of professional development and policy implementation

Cautions

Interpretation depends on teachers’ understanding of NGSS practices

Less sensitive for fine-grained instructional analysis at the classroom level

Best used in combination with observations or other measures, especially in elementary settings

The Science Instructional Practices Survey Instrument (SIPS) is a teacher survey designed to measure classroom instructional practices aligned with the vision of the Next Generation Science Standards (NGSS) and related reform efforts. Developed in response to the need for a more comprehensive and updated measure of science instruction, SIPS captures a broad range of practices.

The final validated subscales assess key dimensions of science instruction, including: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse.

SIPS is intended for use in research and professional development to document shifts in instructional practice toward NGSS-aligned, practice-centered science teaching.

Organization

Topic
Student Well-Being
Collection(s): Science Instruction and Identity
Collection Category(ies)
Instructional Practice
Tags
Science education

Content

Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade,
6th Grade,
7th Grade,
8th Grade
Languages
English
Respondent
Teacher

Administration Information

Length
31 items

Access and Use

Price

Free

Contact

Kathryn Hayes: 
Email: kathryn.hayes@csueastbay.edu


Christine S. Lee: 
Email: Christine.lee136@calstatela.edu


Jeffery Seitz: 
Email: jeff.seitz@csueastbay.edu

Link
https://doi.org/10.1007/s10972-016-9448-5
Open Access
Yes
Use in Research

Griffin, N. J. (2022). Examining the Relationship Between Science Teachers’ Epistemology and Self-Efficacy on Science Instructional Practices and Conceptualization of Student Research Experiences Rooted in the Next Generation Science Standards (Order No. 30249732). Available from ProQuest Dissertations & Theses Global. (2777946286). https://www.proquest.com/dissertations-theses/examining-relationship-between-science-teachers/docview/2777946286/se-2

Psychometrics (additional guidance)

Psychometric References

Hayes, K. N., Lee, C. S., DiStefano, R., O’Connor, D., & Seitz, J. C. (2016). Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS. Journal of Science Teacher Education, 27(2), 137–164. https://doi.org/10.1007/s10972-016-9448-5

Item Type
Likert