Integrating NGSS with IB PYP: Impacts on Educational Practices and Outcomes at the Canadian International School of Beijing
Bibliographic record
Abstract
This study critically explores the impact of integrating the Next Generation Science Standards (NGSS) with the International Baccalaureate Primary Years Programme (IB PYP) at the Canadian International School of Beijing (CISB). Grounded in constructivist and inquiry-based learning theories, the research examines how curriculum integration influences teaching practices and enhances student engagement and academic achievement in science. Employing a mixed-methods approach over six months, data were collected through classroom observations, teacher interviews, student surveys, and NWEA MAP Growth assessments in science. Findings revealed significant shifts in instructional strategies, with teachers adopting more inquiry-driven, student-centred practices. Student engagement improved substantially, with increased enthusiasm for science learning and higher participation in hands-on and collaborative activities. Quantitative data from NWEA MAP Science assessments indicated notable gains in student performance, with 55% of students meeting or exceeding projected growth targets. Teachers reported both the pedagogical benefits of curriculum integration and challenges related to time constraints and professional readiness. The study concludes that integrating NGSS with IB PYP effectively supports differentiated instruction and critical thinking development, though sustained professional development and tailored support are essential for successful implementation. These findings contribute to international curriculum reform discourse, offering a replicable model for enhancing science education in diverse, multilingual school contexts.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".