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 side of contemporary existence and carry the major to assembly lots of humanity's such a lot urgent demanding situations, either current and destiny. to deal with the severe problems with U.S. competitiveness and to raised arrange the crew, Framework for K-12 technology Education proposes a brand new method of K-12 technological know-how schooling that would trap scholars' curiosity and supply them with the required foundational wisdom within the field.
Framework for K-12 technological know-how Education outlines a vast set of expectancies for college students in technological know-how and engineering in grades K-12. those expectancies will tell the improvement of latest criteria for K-12 technological know-how schooling and, in this case, revisions to curriculum, guideline, evaluate, improvement for educators. This publication identifies 3 dimensions that show the disciplinary middle principles and practices round which technology and engineering schooling in those grades can be equipped. those 3 dimensions are: cross-cutting thoughts that unify the learn of technological know-how and engineering via their universal software throughout those fields; medical and engineering practices; and middle rules in 4 disciplinary parts: actual sciences, lifestyles sciences, earth and area sciences, and engineering, know-how, and the purposes of technology. The overarching objective is for all highschool graduates to have adequate wisdom of technology and engineering to interact in public discussions on science-related concerns; be cautious shoppers of clinical and technological info; and feature the abilities to go into the careers in their choice.
Framework for K-12 technology Education is step one in a approach that may tell state-level judgements and supply a research-grounded foundation for bettering technology educating and studying around the state. The publication will consultant criteria builders, curriculum designers, review builders, instructor educators, country and district technology directors, academics, and educators who paintings in casual technological know-how environments.
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Extra resources for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
19. C. (2003). That’s life: Coming to understand biology. Human Development, 46, 369-377. 20. Metz, K. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65, 93-127. 21. Carey, S. (1985). Conceptual Change in Childhood. Cambridge, MA: MIT Press. 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 2: Assumptions Guiding the Framework 2-11 22.
Finally, in grades 9-12 we shift to subatomic and subcellular explanations. A similar progression of scales and abstraction of models applies in addressing phenomena of large scales and deep time. We have also included some “boundary statements” that specify the level of detail students are expected to know, but standards will need to further delineate such boundaries. The progression for practices across the grades follows a similar pattern, with K-2 stressing observations and explanations related to direct experiences, grades 3-5 introducing simple models that help explain observable phenomena, and a transition to more abstract and more detailed models and explanations across the grades 6-8 and 9-12.
2005). Conceptual development. S. Siegler and D. ) Handbook of Child Psychology, Set, 6th Edition (vol. 2, pp. 687-733). Hoboken, NJ: Wiley. 24. National Research Council. (1999). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. D. L. R. ). Washington, DC: National Academy Press. 25. Consortium for Policy Research in Education. (2009). Learning Progressions in Science: An Evidence-Based Approach to Reform. Prepared by T. Corcoran, F. Mosher, and A.