Monday, March 18, 2013
Maine DOE Science Framework
MDOE SciTech Framework
Information about Maine's role as a Lead State in the implementation of the Framework for K-12 Science Education and development of Next Generation Science Standards.
Sunday, March 17, 2013
Dimension 1: Practices
Dimension 1: Practices
The Next Generation Science Standards looks at science education as a set of practices. The semantic difference between skill and practice is subtle but practices are skills and knowledge combined. It is a think different model and a cool concept for teaching inquiry.
I see this as 1. Teach something interesting 2. Develop the concept through design 3. Analyse the value and results through writing.
While the last part is not as specific to the content of this blog and resource list, it is a strong focus of my experience teaching with inquiry and engineering science concepts.
From NGSS
"The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
The NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires.
Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life."
The Next Generation Science Standards looks at science education as a set of practices. The semantic difference between skill and practice is subtle but practices are skills and knowledge combined. It is a think different model and a cool concept for teaching inquiry.
I see this as 1. Teach something interesting 2. Develop the concept through design 3. Analyse the value and results through writing.
While the last part is not as specific to the content of this blog and resource list, it is a strong focus of my experience teaching with inquiry and engineering science concepts.
From NGSS
"The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
The NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires.
Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life."
Dimension 2: Crosscutting Concepts
Dimension 2: Crosscutting Concepts
Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science.
They include:
Patterns
Similarity and Diversity
Cause and effect
Scale, proportion and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.
Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science.
They include:
Patterns
Similarity and Diversity
Cause and effect
Scale, proportion and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.
Dimension 3: Disciplinary Core Ideas
Dimension 3: Disciplinary Core Ideas
Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should should meet at least two of the following criteria and ideally all four:
Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; Provide a key tool for understanding or investigating more complex ideas and solving problems;Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.
Check out these free resources about the new Next Generation Science Standards for K-12 science education:
1. Watch a 3-minute video about why NGSS matters.
2. Download the Next Generation Science Standards for K-12 science education.
3. See the NRC Framework vision for K-12 science education from the National Academy of Sciences.
4. Review NSTA’s online learning resources related to the new vision and standards.
Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should should meet at least two of the following criteria and ideally all four:
Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; Provide a key tool for understanding or investigating more complex ideas and solving problems;Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.
Check out these free resources about the new Next Generation Science Standards for K-12 science education:
1. Watch a 3-minute video about why NGSS matters.
2. Download the Next Generation Science Standards for K-12 science education.
3. See the NRC Framework vision for K-12 science education from the National Academy of Sciences.
4. Review NSTA’s online learning resources related to the new vision and standards.
Wednesday, March 13, 2013
Tuesday, March 12, 2013
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