Science Education Collaborative

http://www.nextgenscience.org/

http://estaffroom.sccoe.org

The Framework for K-12 Science Education

• Sets the content for the Next Generation Science Standards

• Is NOT a set of standards!

“Conceptual Framework for New Science Education Standards” --- A National Academy of Science report by the NRC (National Research Council)

Thinking Must Be Different

“We cannot solve our problems with the same thinking we used when we created them.”

--Albert Einstein

Current State of Science Standards

• Science documents used by States to develop standards are about 15 years old– National Research Council’s National Science Education

Standards (published in 1996)– American Assoc. for the Advancement of Science’s

Benchmarks for Science Literacy (published in 1993)

• Call for new, internationally-benchmarked standards– History of U.S. performance on TIMSS and PISA

Vision for Next Generation Science Standards

Vision for Science Education“The Framework is designed to help realize a vision for education in the sciences and engineering in which (all) students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.” (emphasis added, page 1-2)

Principles of the Framework

• Children are born investigators• Understanding builds over time• Science and Engineering require both

knowledge and practice• Connecting to students’ interests and

experiences is essential• Focusing on core ideas and practices• Promoting equity

What’s New?

• Content more concise but requires deeper

understanding

• Less emphasis on factoids; More on process

and conceptual understanding

• Greater integration among the Sciences

• Greater integration with Engineering &

Technology

The Framework for K-12 Science Education contains three dimensions:

Dimension 1 Scientific and Engineering Practices

• Asking questions (for science) and defining problems (for engineering)

• Developing and using models• Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing

solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

3 Spheres of Activity for Scientists & Engineers

Dimension 2 Crosscutting Concepts

• 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

Dimension 3 Disciplinary Core Ideas

• Physical Sciences• Life Sciences• Earth and Space Sciences• Engineering, Technology, and the Applications

of Science

Organizational Structure

• Core Idea (Ex. LS1)–Sub-ideas (Ex. LS1.A)

• Grade-band endpoints (ex. By the end of grade 2)

Physical Sciences

PS 1: Matter and its interactions PS 2: Motion and stability: Forces and

interactions PS 3: EnergyPS 4: Waves and their applications in

technologies for information transfer

Life Sciences

LS 1: From molecules to organisms: Structures and processes

LS 2: Ecosystems: Interactions, energy, and dynamics

LS 3: Heredity: Inheritance and variation of traitsLS 4: Biological evolution: Unity and diversity

Earth & Space Sciences

ESS 1: Earth’s place in the universe ESS 2: Earth’s systemsESS 3: Earth and human activity

Engineering, Technology, and the Applications of Science

ETS 1: Engineering design ETS 2: Links among engineering, technology,

science, and society

Lead State Partners

Standards now being developed!

• The content will be taken from the Framework, but will be combined into complete standards that integrate concepts, big ideas, and practices.

• These are not part of the “Common Core” (there will be no Common Core Science Standards)

• These will hopefully be adopted by many states or play a major role in influencing new state standards (“Build it and they will come.”)

Until then?

*NEW! - Reading and Writing Standards for Literacy in Science and Technical Subjects 6-12

http://www.cde.ca.gov/ci/cc/

7 Essentials for Project-Based Learning

Essential/Driving Question:

How can we design meaningful and effective projects in which students learn significant content and build the skills needed for achieving mastery.

http://www.nextgenscience.org/

http://estaffroom.sccoe.org