A Framework for K-12 Science Education: Practices, by National Research Council, Division of Behavioral and Social

By National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards

Technological know-how, engineering, and expertise permeate approximately each aspect of contemporary existence and carry the main to assembly lots of humanity's so much urgent demanding situations, either current and destiny. to deal with the serious problems with U.S. competitiveness and to higher organize the team, Framework for K-12 technological know-how Education proposes a brand new method of K-12 technological know-how schooling that might seize scholars' curiosity and supply them with the required foundational wisdom within the field.

Framework for K-12 technology Education outlines a extensive set of expectancies for college students in technology and engineering in grades K-12. those expectancies will tell the improvement of recent criteria for K-12 technological know-how schooling and, therefore, revisions to curriculum, guideline, evaluation, improvement for educators. This e-book identifies 3 dimensions that exhibit the disciplinary middle principles and practices round which technological know-how and engineering schooling in those grades may be outfitted. those 3 dimensions are: cross-cutting suggestions that unify the learn of technology and engineering via their universal software throughout those fields; clinical and engineering practices; and middle rules in 4 disciplinary parts: actual sciences, existence sciences, earth and area sciences, and engineering, know-how, and the purposes of technological know-how. The overarching target is for all highschool graduates to have enough wisdom of technology and engineering to interact in public discussions on science-related concerns; be cautious shoppers of medical and technological info; and feature the talents to go into the careers in their choice.

Framework for K-12 technological know-how Education is step one in a approach that would tell state-level judgements and supply a research-grounded foundation for bettering technological know-how educating and studying around the nation. The publication will advisor criteria builders, curriculum designers, evaluate builders, instructor educators, country and district technology directors, academics, and educators who paintings in casual technological know-how environments.

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Additional info for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

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Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information and computer technology, and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence PREPUBLICATION COPY---Uncorrected Proofs Copyright © National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Chapter 3: Dimension 1: Scientific and Engineering Practices 3-6 8.

Measurement, 4(1-2), 1-98. 27. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. M. ), Intrinsic Motivation: Controversies and New Directions (pp. 373-404). San Diego: Academic Press. 28. A. (2003). Effort and Interest. In J. , pp. 704-707). New York: Macmillan. 29. , and Fan, X. (2006). Planning early for careers in science. Science, 312(5,777), 1,143-1,144. 30. , and Duckworth, D. (1975). Pupils’ Attitudes to Science. Atlantic Highlands, NJ: Humanities Press.

How can the need be better specified?  What tools and technologies are available, or could be developed, for addressing this need? Both science and engineering ask:  How does one communicate phenomena, evidence, explanations, and design solutions? Asking questions is essential to developing scientific habits of mind. Even for individuals who do not become scientist or engineers, the ability to ask well-defined questions is an important component of science literacy, helping to make them critical consumers of scientific knowledge.

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