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Appendix A: Summary of Public Feedback and Subsequent Revisions
Pages 331-346

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From page 331...
... In addition, NRC staff contacted over 40 organizations in science, engineering, and education to notify them of the public comment period; they were asked to hold focus groups for gathering feedback from their members or to notify members of the opportunity to comment online. Notably, the NRC worked closely with the National Science Teachers Association, the American Association for the Advancement of Science, Achieve, Inc., and the Council of State Science Supervisors to facilitate the public input process.
From page 332...
... In looking across all of the modes of gathering feedback, some key overarching issues emerged: concerns about the purpose, audience, and voice; • suggestions of additional fields or topics to include; • how best to incorporate and describe ideas in engineering and technology; • concerns that there was too much material; • lack of guidance or examples about how to convey the integration of cross • cutting concepts, core ideas, and practices; insufficient indication of connections to other topics or issues, such as math • ematics and literacy; need for a stronger statement about science for all and insufficient attention • to diversity and equity; lack of "standards" for curriculum, programs, assessment, and professional • development similar to those that were included in the National Science Education Standards [1] ; and lack of attention to the challenges inherent in implementing the framework.
From page 333...
... We reframed the introductory chapter, incorporated an argument for the importance of science education, provided a concise discussion of the goals for science education for all students, and added an explicit vision statement. Also, we shifted material that described the theoretical and empirically based assump tions guiding the framework to a second chapter.
From page 334...
... They also noted many places where the social sciences could inform issues that were raised, particularly in discussions related to science, technology, and society. Computer Science.
From page 335...
... In grades K-8, topics related to the behavioral and social sciences are typically covered in social studies, although they are not necessarily taught from a scien tific perspective. At the secondary level, there are courses that do teach behavioral and social sciences topics from a scientific perspective -- for example, Advanced Placement psychology.
From page 336...
... In considering whether and how to include topics related to computer science, the committee noted that such concepts are more typically included under mathematics; we acknowledge, however, that the mathematics common core does not include such topics as algorithms or algorithmic approach es to computation and includes very little about the use of computational tools. Although the committee determined that it was not appropriate to include computer science in the framework as a separate discipline with its own set of core ideas, in the revisions of the draft we made an effort to stress the impor tance both of computational thinking and of the use of computers as scientific tools, particularly in Chapter 3: Scientific and Engineering Practices.
From page 337...
... The association argued that science teachers might not have sufficient background to teach the new material and, moreover, that there is currently no agreement in the field about what the core ideas in engineering and technology should be. The letter also pointed out that a corps of technology teachers at the secondary level already exists.
From page 338...
... As a result, some core ideas or component ideas begin their pro gression only at the 3-5 grade band to allow necessary prior knowledge of other core ideas to be established. Overall, the committee thinks that the framework's content is now con tained in a more suitable structure -- one that provides guidance to standards developers rather than extremely detailed sets of discrete content statements.
From page 339...
... Response The committee was charged with identifying the disciplinary core ideas and prac tices for K-12 science education and with providing examples of the integration of these ideas and practices. One of the major tasks of the standards developers will be to determine ways to integrate the dimensions at the level of standards and per formance expectations; we anticipate that full integration of the dimensions will occur at the level of curriculum and instruction.
From page 340...
... Implementation: Curriculum, Instruction, Teacher Development, and Assessment Many educators raised concerns about the challenges to implementing the frame work -- especially the demands it would place on curriculum developers, providers of professional development, and others. In some cases, commenters suggested that it would be useful to include the kinds of standards related to curriculum, instruction, teacher development, and assessment that were presented in the National Science Education Standards [1]
From page 341...
... Some had difficulty understand ing how the tables in the chapter that described progressions were to be used in conjunction with the tables outlining the learning progressions for the disciplinary core ideas. Feedback from the individual experts indicated that in several cases the detailed progressions for the practices did not have supporting empirical evidence.
From page 342...
... Responders offered specific examples of ideas in the learning progressions that seemed developmentally inappropriate -- that would require understanding of A Framework for K-12 Science Education 342
From page 343...
... Finally, there was concern that the progressions focused on the disciplinary core ideas and did not attempt to inte grate the crosscutting concepts and scientific and engineering practices in any way. 343 Appendix A
From page 344...
... American Association of Physics Teachers, American Physical Society, American Institute of Physics American Astronomical Society Astronomy Education Board American Chemical Society American Geological Institute American Geophysical Union American Society of Plant Biologists Association for Computing Machinery Association for Science Teacher Education Biotechnology Institute Climate Literacy Network Computer Science Teachers Association Council of Elementary Science International Council of State Science Supervisors (45 state representatives in 8 groups) Einstein Fellows Hands-On Science Partnership International Technology and Engineering Education Association Massachusetts Department of Education Minnesota Department of Education NASA Science Education and Public Outreach A Framework for K-12 Science Education 344
From page 345...
... . National Science Education Standards.


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