A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas (2012) / Chapter Skim
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12 Guidance for Standards Developers
12 Guidance for Standards Developers
Pages 297-310
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From page 297... ...
The committee's choice to organize the framework around the scientific and engineering practices, crosscutting concepts, and disciplinary core ideas is intended to facilitate this coherence.
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From page 298... ...
These standards should also have a clear conceptual framework, describe performance expectations, and identify proficiency levels. RECOMMENDATIONS Recommendation 1: Standards should set rigorous learning goals that repre sent a common expectation for all students.
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From page 299... ...
Even though some of the professionals who play a role in interpreting standards do not have deep expertise in science, they nevertheless need to develop ways to support students' learning in science and to determine whether students have met the standards. Standards also provide a mechanism for communicating educational priorities to an even broader set of stakeholders, including parents, community members, business people, and policy leaders at the state and national levels.
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From page 300... ...
There is a limit to what can be attained in such time, and inclusion of additional elements of a discipline will always be at the expense of other elements, whether of that disci pline or of another. Recommendation 4: Standards should emphasize all three dimensions articu lated in the framework -- not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.
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From page 301... ...
Recommendation 5: Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should include criteria for identifying successful performance and require that students demonstrate an ability to use and apply knowledge.
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From page 302... ...
Boundary statements may also help define which technical definitions or descriptions could be dispensed with in a particular grade band. Thus the boundary statements are a useful mechanism for narrowing the material to be covered, even within the core idea topics, in order to provide time for more meaningful development of ideas through engagement in practices.
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From page 303... ...
; this evidence base should be considered when developing standards. Each progression described in the framework represents a particular vision of one possible pathway by which students could come to understand a specific core idea.
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From page 304... ...
Across a grade band, however, students can continue to build on and develop core ideas over multiple school years; by the end of the grade band, they are more likely to have reached the levels of understanding intended. In the committee's judgment, grade band standards are also more appropri ate than grade-by-grade ones for systemic reasons, particularly for standards that may be adopted and implemented in numerous states.
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From page 305... ...
This recommendation should not be interpreted as suggesting that students in some areas need not or cannot learn particular topics until later grade levels, but rather that the transition to a single common set of grade-by-grade standards is perhaps more onerous for schools and districts in term of curriculum materials, equipment, and teacher professional development needs than a transition to the somewhat more flexible definition of sequence given by grade band standards. Recommendation 10: If grade-by-grade standards are written based on the grade band descriptions provided in the framework, these standards should be designed to provide a coherent progression within each grade band.
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From page 306... ...
As noted earlier, achieving coherence within the system is critical for ensur ing an effective science education for all students. An important aspect of coher ence is continuity across different subjects within a grade or grade band.
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From page 307... ...
presenting some performance tasks in the context of historical scientific accomplishments, which include a broad variety of cultural examples and do not focus exclusively on scientific discoveries made by scientists in a limited set of countries; (b) addressing the educational issues encountered by English language learners when defining performance expectations; (c)
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From page 308... ...
development of competence and confidence as science learners. To ensure equity in a diverse student population, these challenges must be directly addressed not only by teachers in the classroom but also in the design and implementation of the standards, the curricula that fulfill them, the assessment system that evaluates stu dent progress, and the accompanying research on learning and teaching in science.
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From page 309... ...
. Common Core State Standards Initiative Home Page.
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From page 310... ...
. Science College Board Standards for College Success.
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