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Part 1--A Vision for K-12 Science Education
Transcript of Part 1--A Vision for K-12 Science Education
What's in the Framework?
Science and Engineering Practices
Building on the past... preparing for the future
Who is involved?
How are these standards new?
How can I get involved?
Connections with Math and ELA
Science, engineering and technology permeate modern life
The workforce of the 21st century requires proficiency in science concepts and skills
Understanding of science and engineering is critical to participation in public policy and good decision-making
Helen R. Quinn (Chair), Stanford Linear Accelerator Center, Stanford University, Menlo Park, CA
Wyatt W. Anderson, Department of Genetics, University of Georgia, Athens, GA
Tanya Atwater, Department of Earth Science, University of California, Santa Barbara, CA
Philip Bell, College of Education, Learning Sciences, University of Washington, Seattle, WA
Thomas B. Corcoran, Teachers College, Columbia University, New York, NY
Rodolfo Dirzo, Department of Biology, Stanford University, Stanford, CA
Phillip A. Griffiths, Institute for Advanced Study, Princeton, NJ
Dudley R. Herschbach, Department of Chemistry & Chemical Biology, Harvard University, Cambridge, MA
Linda P.B. Katehi, University of California, Davis, CA
John C. Mather, NASA Goddard Space Flight Center, Greenbelt, MD
Brett D. Moulding, Utah Partnership for Effective Science Teaching and Learning, Ogden, UT
Jonathan Osborne, School of Education, Stanford University, Stanford, CA
James W. Pellegrino, School of Education & Social Policy, University of Illinois, Chicago, IL
Brian Reiser, School of Education & Social Policy, Northwestern University, Evanston, IL
Rebecca R. Richards-Kortum, Department of Bioengineering, Rice University, Houston, TX
Walter G. Secada, School of Education, University of Miami, Coral Gables, FL
Deborah C. Smith, Department of Curriculum & Instruction, Pennsylvania State University, University Park, PA
Conceptual Framework for New Science Education Standards Committee Members
Final Draft Released in 2011
Public draft in 2010
Children are born investigators
Depth over breadth
--focus on core ideas and practices
Connecting to students' interests is essential
Promoting equity is essential for science and society
Understanding builds over time
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
What is a
"Disciplinary Core Idea?"
Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
PS4--Waves and their applications in technologies for information transfer
PS1--Matter and its interactions
PS2--Motion and stability:
Forces and interactions
LS1--From molecules to organisms:
Structures and processes
LS2--Ecosystems: Interactions, energy, and dynamics
LS3--Heredity: Inheritance and variation of traits
Unity and diversity
ESS3--Earth and human activity
ESS1--Earth’s place in the universe
and Applications of Science
ETS1 Engineering design
ETS2 Links among engineering,
science and society
--Coordination with Common Core State Standards
Review the public draft
When will these be done?
Kansas Review Team
--Standards as Performance Expectations
--Integration of Science and Engineering Practice with Disciplinary Core Ideas
--Science and Engineering Practices and Crosscutting Concepts are continuums
--Particular practices and/or crosscutting concepts emphasized for clarity and assessment purposes
--Science concepts build over K-12
--Greater focus on understanding and application of content as opposed to memorization of scientific facts
--Integration of science and engineering
and encourage others to do the same
Read the Framework
Register and post regularly to www.ksde.org/science
...if not this one, then the next one
Engaging in Argument from Evidence
Identify flaws in their own arguments and modify and improve them in response to criticism.
Construct a scientific argument showing how data support a claim.
Advancing Instruction to maximize student learning.
National Research Council--
committee to take on the task of building on past efforts
to renew our vision for science education
...these are goals for all of the nation’s students...
Too often, standards are...
throughout their lives.
"Students should recognize that our current scientific understanding of the world is the result of hundreds of years of creative human endeavor."
...not just those who pursue higher education or careers in science, engineering, or technology.
loooong lists of
a m-i-l-e w-i-d-e
Not only does this approach alienate young people
and an inch deep.
...and little sense of the inherent logic and consistency of science
...it neglects the need for students to engage in
science and engineering...
w l e
What our students get:
By the end of the 12th grade, students should...
...have sufficient knowledge of science and engineering
to engage in public discussions on science-related issues,
to be critical consumers of scientific information related to their everyday lives,
and to be able to continue to learn about science
How do you know a good science teacher when you see one?
Why are you one?
What does it mean to be a science teacher?