EDUCATION: K-12: SCIENCE : INFORMATION: LITERACY : SCIENCE: LITERACY : BOOKS: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

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EDUCATION: K-12: SCIENCE :

INFORMATION: LITERACY :

SCIENCE: LITERACY :

BOOKS:

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

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

Authors

Committee on Conceptual Framework for the New K-12 Science Education
Standards, National Research Council

Publisher

NATL ACADEMY PR, 2011

ISBN

0309217423, 9780309217422

Length

320 pages

Subjects

Education
Teaching Methods & Materials
Science & Technology
Biology
Education / Computers & Technology
Education / Elementary
Education / General
Education / Teaching Methods & Materials / Science & Technology
Educational technology
Engineering
Physics
Science
Science / Life Sciences / Biology
Science / Physics / General
Science / Study & Teaching
Technology & Engineering / Engineering (General)

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Find in a Library

http://www.worldcat.org/title/framework-for-k-12-science-
education-practices-crosscutting-concepts-and-core-ideas/oclc/
742015749&referer=brief_results

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A shorter URL for the above link:

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http://tinyurl.com/7cjsbt8

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Table of Contents

Select a link below to start reading online free!

Front Matter i-xiv

Summary 1-4 (skim)

PART I: A Vision for K-12 Science Education 5-6 (skim)

1 A New Conceptual Framework 7-22 (skim)

2 Guiding Assumptions and Organization of the Framework 23-38 (skim)

PART II: Dimensions of the Framework 39-40 (skim)

3 Dimension 1: Scientific and Engineering Practices 41-82 (skim)

4 Dimension 2: Crosscutting Concepts 83-102 (skim)

5 Dimension 3: Disciplinary Core Ideas - Physical Sciences 103-138 (skim)

6 Dimension 3: Disciplinary Core Ideas - Life Sciences 139-168 (skim)

7 Dimension 3: Disciplinary Core Ideas - Earth and Space Sciences 169-200
(skim)

8 Dimension 3: Disciplinary Core Ideas - Engineering, Technology, and
Applications of Science 201-214 (skim)
PART III: Realizing the Vision 215-216 (skim)

9 Integrating the Three Dimensions 217-240 (skim)

10 Implementation: Curriculum, Instruction, Teacher Development, and
Assessment 241-276 (skim)

11 Equity and Diversity in Science and Engineering Education 277-296
(skim)

12 Guidance for Standards Developers 297-310 (skim)

13 Looking Toward the Future: Research and Development to Inform K-12
Science Education Standards 311-328 (skim)

APPENDIXES 329-330 (skim)

Appendix A: Summary of Public Feedback and Subsequent Revisions 331-346
(skim)

Appendix B: Bibliography of References Consulted on Teaching and Learning
347-354 (skim)

Appendix C: Biographical Sketches of Committee Members and Staff 355-364
(skim)

Appendix D: Design Team Members 365-368 (skim)
Index 369-384 (skim)

Photo Credits 385-386 (skim

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Description

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Science, engineering, and technology permeate nearly every facet of modern
life and hold the key to solving many of humanity's most pressing current
and future challenges. The United States' position in the global economy
is declining, in part because U.S. workers lack fundamental knowledge in
these fields. To address the critical issues of U.S. competitiveness and
to better prepare the workforce, A Framework for K-12 Science Education
proposes a new approach to K-12 science education that will capture
students' interest and provide them with the necessary foundational
knowledge in the field.

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A Framework for K-12 Science Education outlines a broad set of
expectations for students in science and engineering in grades K-12. These
expectations will inform the development of new standards for K-12 science
education and, subsequently, revisions to curriculum, instruction,
assessment, and professional development for educators. This book
identifies three dimensions that convey the core ideas and practices
around which science and engineering education in these grades should be
built. These three dimensions are: crosscutting concepts that unify the
study of science through their common application across science and
engineering; scientific and engineering practices; and disciplinary core
ideas in the physical sciences, life sciences, and earth and space
sciences and for engineering, technology, and the applications of science.
The overarching goal is for all high school graduates to have sufficient
knowledge of science and engineering to engage in public discussions on
science-related issues, be careful consumers of scientific and technical
information, and enter the careers of their choice.

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A Framework for K-12 Science Education is the first step in a process that
can inform state-level decisions and achieve a research-grounded basis for
improving science instruction and learning across the country. The book
will guide standards developers, teachers, curriculum designers,
assessment developers, state and district science administrators, and
educators who teach science in informal environments.

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Press Release

http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=13165

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Report Offers New Framework to Guide K-12 Science Education, Calls for
Shift in the Way Science Is Taught in U.S.

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WASHINGTON A report released today by the National Research Council
presents a new framework for K-12 science education that identifies the
key scientific ideas and practices all students should learn by the end of
high school. The framework will serve as the foundation for new K-12
science education standards, to replace those issued more than a decade
ago. The National Research Council is the operating arm of the National
Academy of Sciences and National Academy of Engineering; all three are
independent, nongovernmental organizations.

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The committee that wrote the report sees the need for significant
improvements in how science is taught in the U.S. The new framework is
designed to help students gradually deepen their knowledge of core ideas
in four disciplinary areas over multiple years of school, rather than
acquire shallow knowledge of many topics. And it strongly emphasizes the
practices of science helping students learn to plan and carry out
investigations, for example, and to engage in argumentation from evidence.

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The overarching goal of the framework, the committee said, is to ensure
that by the end of 12th grade, all students have some appreciation of the
beauty and wonder of science, the capacity to discuss and think critically
about science-related issues, and the skills to pursue careers in science
or engineering if they want to do so -- outcomes that existing educational
approaches are ill-equipped to achieve.

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Currently, science education in the U.S. lacks a common vision of what
students should know and be able to do by the end of high school,
curricula too often emphasize breadth over depth, and students are rarely
given the opportunity to experience how science is actually done, said
Helen Quinn, committee chair and professor emerita of physics at SLAC
National Accelerator Laboratory in Stanford, Calif. The new framework is
designed to address and overcome these weaknesses. It builds on what is
known to work best in science education, based on research and classroom
experience both in the U.S. and around the world. It provides a blueprint
that will guide improvements in science education over many years."

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The framework was developed by an 18-member committee that included
experts in education and scientists from many disciplines. The committee
publicly released a draft in summer 2010 to obtain and incorporate
feedback from the broader community of scientists, science educators,
educational policymakers, and education researchers.

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The framework is the first step in the development of new K-12 science
education standards. The framework lays out the broad ideas and practices
students should learn and will serve as the basis for specific standards,
which will be developed in a process led by a group of states and
coordinated by the nonprofit educational organization Achieve Inc. When
the standards are finished, states may voluntarily adopt them to guide
science education in their public schools.

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In addition to serving as the foundation for the development of new
standards, the framework can be used by others who work in K-12 science
education, such as curriculum and assessment developers, those who train
teachers and create professional development materials, and state and
district science supervisors.

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Science as Both Ideas and Practices

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The framework specifies core ideas in four disciplinary areas -- life
sciences; physical sciences; earth and space sciences; and engineering,
technology and the applications of science -- that all students should
understand by the time they finish high school. For example, among the
core ideas in the physical sciences are matter and its interactions and
energy. Students knowledge of these ideas should deepen over time, and
the framework specifies aspects of each idea that students should know by
the end of grades two, five, eight, and 12.

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The framework also identifies seven crosscutting concepts that have
explanatory value across much of science and engineering, such as cause
and effect and stability and change. These concepts should be taught in
the context of core ideas from the disciplines of science, the report
says, but teachers should use a common language for these concepts across
disciplines, so that students understand the same concept is relevant in
many fields. These concepts should become familiar touchstones as
students progress from kindergarten through 12th grade.

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Just as important are scientific and engineering practices, which have
been given too little emphasis in K-12 education, the committee said. The
framework specifies eight key practices that students should learn, such
as asking questions and defining problems, analyzing and interpreting
data, and constructing explanations and designing solutions. These
practices should be integrated with study of the disciplinary core ideas
and applied throughout students K-12 education.

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These three dimensions must be used together for students to understand
how science works, the committee stressed. For example, students should
use the practices -- such as conducting investigations and then analyzing
and interpreting the data -- to deepen their knowledge of the core ideas.

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Putting the Framework to Use

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The report offers guidance to those who will use the framework to develop
new science education standards. The standards should set rigorous
learning goals that represent a common expectation for all students. They
also should be limited in number to reflect the frameworks focus on a
small set of core ideas and practices, and should include guidance about
what does and does not need to be taught.

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Developing new standards is a key step in making K-12 science education
more coherent and effective, but it is far from the only one, the
committee said. Curricula will need to incorporate the frameworks ideas
and practices, and teacher preparation and professional development
programs should provide ways for teachers to deepen their own conceptual
understanding of the practices and ideas of science. Assessments will
need to be linked to the shared goals outlined by the framework and
related standards. And time, space, and resources for science learning
need to be made available. For all students to have the opportunity to
learn the ideas and practices weve described, many other players and parts
of the system will need to change, some in fundamental ways, said Quinn.

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The study was sponsored by Carnegie Corporation of New York. The National
Academy of Sciences, National Academy of Engineering, Institute of
Medicine, and National Research Council make up the National Academies.
They are private, nonprofit institutions that provide science, technology,
and health policy advice under a congressional charter. The Research
Council is the principal operating agency of the National Academy of
Sciences and the National Academy of Engineering. For more information,
visit

http://national-academies.org

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A committee roster follows.

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Contacts:

Sara Frueh, Media Relations Officer

Shaquanna Shields, Media Relations Assistant

Office of News and Public Information

202-334-2138; e-mail ne...@nas.edu

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Pre-publication copies of A Framework for K-12 Science Education are
available from the National Academies Press; tel. 202-334-3313 or
1-800-624-6242 or on the Internet at http://www.nap.edu.

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NATIONAL RESEARCH COUNCIL

Division of Behavioral and Social Sciences and Education

Committee on a Conceptual Framework for New Science Education Standards


Helen Quinn (chair)1
Professor Emerita of Physics
SLAC National Accelerator Laboratory
Menlo Park, Calif.

Wyatt W. Anderson1
Professor and Dean Emeritus
Department of Genetics
University of Georgia
Athens

Tanya M. Atwater1
Professor Emeritus
Department of Earth Science
University of California
Santa Barbara

Philip Bell
Associate Professor
Life Center, and
Director
Science and Mathematics Learning Institute
University of Washington
Seattle

Thomas B. Corcoran
Co-director
Consortium for Policy Research
and Education
Teachers College
Columbia University
New York City

Rodolfo Dirzo1
Bing Professor in Ecology
Department of Biology
Stanford University
Stanford, Calif.

Phillip A. Griffiths1
Director Emeritus and Professor of Mathematics
Institute for Advanced Study
Princeton, N.J.

Dudley R. Herschbach1
Emeritus Professor of Science
Department of Chemistry and Chemical Biology
Harvard University, and
Professor
Department of Physics
Texas A&M University
College Station

Linda P.B. Katehi2
Chancellor
University of California
Davis

John C. Mather1
Senior Astrophysicist
NASA Goddard Space Flight Center
Greenbelt, Md.

Brett D. Moulding
Director
Utah Partnership for Effective Science Teaching and Learning
North Ogden

Jonathan Osborne
Shriram Family Professor of Science Education
Graduate School of Education
Stanford University
Stanford, Calif.

James W. Pellegrino
Professor of Cognitive Psychology and Education
University of Illinois
Chicago

Stephen L. Pruitt (until June 2010)
Chief of Staff
Office of the State Superintendent of Schools
Georgia Department of Education
Atlanta

Brian Reiser
Professor of Learning Sciences
School of Education and Social Policy
Northwestern University
Evanston, Ill.

Rebecca R. Richards-Kortum2
Stanley C. Moore Professor of Bioengineering
Rice University
Houston

Walter G. Secada
Professor and Chair
Department of Teaching, and
Senior Associate Dean

School of Education
University of Miami
Miami

Deborah C. Smith
Assistant Professor of Science Education
Department of Curriculum and Instruction
Pennsylvania State University
State College

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STAFF

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Heidi Schweingruber

Co-Study Director

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Tom Keller

Co-Study Director

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1 Member, National Academy of Sciences

2 Member, National Academy of Engineering

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Temple University
(215) 204 - 4584
jw...@temple.edu
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