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
Technology, engineering, and expertise permeate approximately each aspect of contemporary lifestyles and carry the foremost to assembly lots of humanity's such a lot urgent demanding situations, either current and destiny. to handle the severe problems with U.S. competitiveness and to higher organize the crew, Framework for K-12 technology Education proposes a brand new method of K-12 technology schooling that may seize scholars' curiosity and supply them with the mandatory foundational wisdom within the field.
Framework for K-12 technology Education outlines a vast set of expectancies for college kids 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, accordingly, revisions to curriculum, guideline, evaluation, improvement for educators. This publication identifies 3 dimensions that exhibit the disciplinary middle principles and practices round which technology and engineering schooling in those grades might be equipped. those 3 dimensions are: cross-cutting techniques that unify the examine of technology and engineering via their universal software throughout those fields; clinical and engineering practices; and center rules in 4 disciplinary components: actual sciences, existence sciences, earth and area sciences, and engineering, know-how, and the purposes of technological know-how. The overarching objective is for all highschool graduates to have adequate wisdom of technological know-how and engineering to have interaction in public discussions on science-related concerns; be cautious shoppers of clinical and technological details; and feature the abilities 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 e-book will consultant criteria builders, curriculum designers, review builders, instructor educators, nation 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
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. Obtaining, evaluating, and communicating information In the eight subsections that follow, we address in turn each of these eight practices in some depth. Each discussion describes the practice, articulates the major competencies that students should have by the end of 12th grade (“Goals”), and sketches how their competence levels might progress across the preceding grades (“Progression”).
There has always been a tension, however, between the emphasis that should be placed on developing knowledge of the content of science and the emphasis placed on scientific practices. A narrow focus on content alone has the unfortunate consequence of leaving students with naive conceptions of the nature of scientific inquiry  and the impression that science is simply a body of isolated facts . This chapter stresses the importance of developing students’ knowledge of how science and engineering achieve their ends while also strengthening their competency with related practices.
Research suggests that personal interest, experience, and enthusiasm—critical to children’s learning of science at school or other settings—may also be linked to later educational and career choices [27, 28, 29, 30]. Thus, in order for students to develop a sustained attraction to science and for them to appreciate the many ways in which it is pertinent to their daily lives, classroom learning experiences in science need to connect with their own interests and experiences. As a strategy for building on prior interest, the disciplinary core ideas identified here are described not only with an eye toward the knowledge that students bring with them to school but also toward the kinds of questions they are likely to pose themselves at different ages.
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas 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