Transcript A Framework for K-12 Science Education Changes, Challenges

A Framework for K-12
Science Education
Changes, Challenges, and Charges
Summary created by:
Fred Ende
Regional Science Coordinator
Putnam/Northern Westchester BOCES
What It Is
• The Framework is a document that:
– Serves as the first step towards new science
education standards
– Attempts to utilize forward momentum of common
core standards and the need for new science
standards to further the nation’s science education
– Looks to incorporate engineering content and
practices with those of “pure” science
– Was created through the partnership of the NRC,
AAAS, NSTA, and feedback from hundreds of
teachers, administrators, and science organizations
What It Isn’t
• The Framework is not:
– A “standards” document
– Legislation in any way, shape, or form
– A set of curricula
Framework Structure
• The Framework is broken into a number of parts:
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Framework Vision and Focus
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Recommendations for Use
Vision and Focus
• The committee charged with creating the
framework aims to improve science education in
three distinct ways:
– Strive for pedagogy and learning built on the idea of
developmental progressions
• Knowledge/practices are “spiraled” by grade band
– Push for limited number of core ideas with greater
depth
– Emphasize that science learning requires knowledge
and skills
Scientific and Engineering Practices
• Why focus on practices?
– Helps students and teachers see science practices
as more than just those of experimentation
– Removes the misconception that there is one
“scientific method”
– Allows for a common vocabulary when striving for
greater inquiry-based learning
Scientific and Engineering Practices
• Practices Included by Framework Designers:
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Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Math, IT, Computer Tech, and Computation
Constructing Explanations and Designing Solutions
Engaging in Argument Using Evidence
Obtaining, Evaluating, and Communicating Info
Crosscutting Concepts
• What are they?
– A crosscutting concept is an idea that bridges
discipline boundaries (ex. stability vs. motion)
• Why include them in the Framework?
– Crosscutting concepts better help students connect
ideas from one discipline to another and help
learners see the relevance and “worldview” of
information being explored.
Crosscutting Concepts
• Crosscutting Concepts identified by the
committee:
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Patterns
Cause and Effect: Mechanism and Explanation
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter: Flows, Cycles, and Conservation
Structure and Function
Stability and Change
Interdependence of Science, Engineering, and
Technology
– Influence of Science, Engineering, and Technology
on Society and the Natural World
Core Ideas
• Limited number of key science and engineering
concepts broken down into four areas.
– Physical Sciences
• Matter
• Motion and Stability
• Forces and Interactions
• Waves and Applications in Technology
– Life Sciences
• Molecules to Organisms: Structure/Processes
• Ecosystems: Interactions, Energy, Dynamics
• Heredity: Inheritance and Variation of Traits
• Biological Evolution: Unity and Diversity
Core Ideas
– Earth and Space Sciences
• Earth’s Place in the Universe
• Earth’s Systems
• Earth and Human Activity
– Engineering, Technology, and Science Applications
• Engineering Design
• Links Among Engineering, Technology, Science,
and Society
What’s So Special About These Core
Ideas?
• Committee members crafted core ideas to be
overarching to allow for depth over breadth
• Each core idea includes a fundamental question
– “How can one explain the structure, properties, and
interaction of matter?”
• Each core idea contains two to five components
that are necessary understandings for fully
answering the overarching question
• Developmental understandings are explained by
“grade bands;” descriptions of appropriate
mastery and “boundary” concepts are supplied
Recommendations for Use
• Provides feedback on how Core Ideas, Practices,
and Crosscutting Concepts might be integrated in
classrooms
• Discusses the changes our education system
would need to make to allow the ideas of the
Framework to be realized
• Discusses diversity and equity issues/concerns
• Provides guidelines for standards developers and
next steps
What This Means for Districts
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Framework is currently in an “information” phase and will be used by
Achieve, Inc. to create standards. No implementation of anything
is necessary yet.
– Standard release date scheduled to be sometime between 2012
and 2013. New York is a “state leader.”
– It is recommended that district level/building level staff “check-in”
regularly on progress (http://www.achieve.org/next-generationscience-standards).
– Educators can utilize the framework to guide and reaffirm their
current practices.
District representatives should utilize the Framework to engage in
discussion about their current science curriculum.
– How does our teaching of content and practices relate to the
Framework’s core ideas, crosscutting concepts, and science and
engineering practices?
– How well do we emphasize spiraling and content progression?
– How well do we meld science and engineering?
What This Means for Districts
References
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Achieve, Inc. (2011). Achieve Inc. Retrieved from:
http://www.nextgenscience.org/
Gardner, M. (Director). (2006). Science 21: Science for the 21st
Century (Grades K-6). Yorktown Heights, NY: PNW BOCES.
National Research Council. (2011). A Framework for K-12 Science
Education: Practices, Crosscutting Concepts, and Core Ideas.
Retrieved from: http://www.nap.edu/catalog.php?record_id=13165
NSTA Learning Center. (2011). A Framework for K-12 Science
Education: Retrieved from:
http://learningcenter.nsta.org/products/symposia_seminars/NLC/web
seminarXI.aspx