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A Framework for k-12 Science Education And Next Generation Science Standards Presentation by Helen Quinn (Chair,NRC Board on Science Education) for the.

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Presentation on theme: "A Framework for k-12 Science Education And Next Generation Science Standards Presentation by Helen Quinn (Chair,NRC Board on Science Education) for the."— Presentation transcript:

1 A Framework for k-12 Science Education And Next Generation Science Standards Presentation by Helen Quinn (Chair,NRC Board on Science Education) for the Nevada State Board of Education

2 Next Generation Science Standards Stage 1 NRC Framework –July 2011 Stage 2 Achieve and 26 State teams Next Gen Standards – released April 2013 Stage 3 State Adoptions Stage 4 Implementation

3 A Framework for K-12 Science Education Product of National Research Council (Board on Science Education) study 9 scientists (all NAS members, 2 Nobel ) 9 education experts (research and practice) Public input on preliminary draft free to download

4 FrameworkStandards Instruction Curricula Assessments Teacher Preparation and development

5 Framework task What are the most important ideas in science for k-12 students? Things every student needs to know something about or be able to do International survey gave no fixed pattern of what is taught and when!

6 Three Dimensions Scientific and engineering practices Crosscutting concepts Disciplinary core ideas Demands instruction that is 3 dimensional NGSS –standards as performance tasks that involve all 3

7 Goals of the Framework Coherent investigation of core ideas across multiple years of school More seamless blending of practices with core ideas and crosscutting concepts Attention to aspects of engineering that support science learning and science application NGSSS closely based on Framework

8 **Scientific and Engineering Practices 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. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information ** Discourse intensive!

9 *Crosscutting Concepts 1.Patterns 2.Cause and effect: mechanism and explanation 3.Scale, proportion and quantity 4.Systems and system models 5.Energy and matter: flows, cycles and conservation 6.Structure and function 7.Stability and change *All require models!

10 What is a core idea? –for k-12 Broad importance across disciplines or key in a single discipline Tool for understanding or investigating more complex ideas and solving problems Relates to student life experiences or connected to key societal or personal concerns Teachable and learnable over multiple grades with increasing sophistication

11 Next Generation Science

12 NGSS task Create a multi-state network Develop standards based on framework Standards as performance expectations blending practices, cross-cutting concepts and disciplinary core ideas (dci) Engage science educators Form broad state teams and implementation plans

13 Lead State Partners

14 Multiple rounds of review 7 times for state teams AAPT, NSTA etc invited to review parts 2 times for public Real changes made based on input

15 Example Middle School – Matter and its Interactions 1. Performance expectations 2. Framework basis 3. Connections

16 Example:MS MAtter

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18 Implementation Requires multiple years of work New coalitions forming to support the work Colleges and Universities have a role to play –changes in teacher preparation AND in science courses

19 Building Capacity (BCSSE) State level science ed leadership teams 40+ state teams active Plans for adoption and implementation Share ideas on changes, challenges and opportunities No state need do it all alone!

20 What changes? An evolution not a revolution

21 Less Detailed vocabulary Disconnected lessons Rote problems Teacher lecture

22 More Student discourse and argumentation Student developed MODELS Open ended problem solving

23 Multidimensioned performance expectations Stress what students can do with knowledge, not memorized knowledge Different habits of mind required willing to undertake familiar practices in familiar knowledge domain to tackle unfamiliar problems

24 What comes next State decisions on adoption Professional development New or revised curriculum materials New Assessments A multiyear agenda, aligned to that already underway for math and language arts Common Core

25 Standards are not curriculum Knowledge in pieces, even when given as performance expectations Curriculum must be designed to be coherent, sequenced and connected States and Districts will share efforts and materials developed with network

26 Overlap with common core Student discourse Reasoned thinking Argument from evidence Central themes across curriculum

27 CCSS ELA, Math and NGSS Practices

28 Argument Any argument involves a claim, evidence and reasoning Evidence may support or refute claim What differs across disciplines is what counts as evidence Establish a common school and classroom culture of respectful discourse

29 An example of new emphasis Practice: Developing and Using models Cross-cutting concept: Systems and system models Not just those given to students by others, but those they construct to make their mental models more explicit

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31 IQST Assessment: Modeling Smell Lesson 15: student models –75% of students create a particle model, 25% a mixed model –68% of students include odor particles that are moving in straight lines until they collide into each other; 32% include both odor and air Your teacher opened a jar that contained a substance that had an odor. Imagine you had a very powerful microscope that allowed to see the odor up really, really close. What would you see?

32 Models make thinking visible and explicit What system is being studied? What (artificial) boundary delimits the system under study? What are its components or subsystems? How do the components interact? What (matter or energy) flows into or out of system? What forces act across boundary?

33 Model building and observation As in art, so in science, the attempt to represent drives to more careful observation of what is being represented Decisions must be made: what to foreground, what to leave out how to revise…

34 Models in science and engineering Diagrams and charts with key Mathematical models (next slide) Concept maps System models (diagrams plus lists, labels….) Simulations Flowcharts …… Models often contain analogies (eg heart as a pump)

35 Models in mathematics A graphical relationship between variables An equation connecting multiple variables A map showing distributions or quantities Statistical distributions and probability relationships

36 How science understanding develops Multiple opportunities to hear and use science ideas (develop and refine models and explanations, solve design problems) Rich contexts – desire and opportunity to engage and contribute Appropriate supports, including acceptance of flawed (non-scientific) language and emerging (grade level target) understandings

37 NGSS supports deeper learning Fewer topics More connections More building on prior knowledge More student modeling and argumentation More applications through engineering design Research shows these shifts are needed


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