A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas (2012) / Chapter Skim
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1 A New Conceptual Framework
1 A New Conceptual Framework
Pages 7-22
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From page 7... ...
Science, engineering, and the technologies they influence permeate every aspect of modern life. Indeed, some knowledge of science and engineering is required to engage with the major public policy issues of today as well as to make informed everyday decisions, such as selecting among alternative medical treatments or determining how to invest public funds for water supply options.
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From page 8... ...
Thus it describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels. Engineering and technology are featured alongside the physical sciences, life sciences, and earth and space sciences for two critical reasons: to reflect the importance of understanding the human-built world and to recognize the value of better integrating the teaching and learning of science, engineering, and technology.
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From page 9... ...
Throughout grades K-12, students should have the opportunity to carry out scientific investigations and engineering design projects related to the disciplinary core ideas. By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives.
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From page 10... ...
Course options, including Advanced Placement (AP) or hon ors courses, should be provided that allow for greater breadth or depth in the sci ence topics that students pursue, not only in the usual disciplines taught as natural sciences in the K-12 context but also in allied subjects, such as psychology, com puter science, and economics.
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From page 11... ...
In this document, we include core ideas for these disciplin ary areas, but not for all areas of science, as discussed further below. This limita tion matches our charge and the need of schools for a next generation of stan dards in these areas.
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From page 12... ...
First, the committee thinks it is important for students to explore the practical use of science, given that a singular focus on the core ideas of the disciplines would tend to shortchange the importance of applica tions. Second, at least at the K-8 level, these topics typically do not appear else where in the curriculum and thus are neglected if not included in science instruc tion.
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From page 13... ...
Also, many of the topics related to the social, behavioral, and economic sciences are incorporated into curricula or courses identified as social studies and may be taught from a humanities perspective. In fact, the National Council for the Social Studies has a set of National Curriculum Standards for Social Studies that 13 A New Conceptual Framework
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From page 14... ...
On the contrary, the commit tee strongly believes that these important disciplines need their own framework for defining core concepts to be learned at the K-12 level and that learning (the development of understanding of content and practices) in the physical, life, earth, and space sciences and engineering should be strongly linked with parallel learning in the social, behavioral, and economic sciences.
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From page 15... ...
The committee's charge was to develop a conceptual framework that would specify core ideas in the life sciences, physical sciences, earth and space sciences, and engineering and technology, as well as crosscutting concepts and practices, around which standards should be developed. The committee was also charged with articulating how these disciplinary ideas and crosscutting concepts intersect for at least three grade levels and to develop guidance for implementa tion (see Box 1-1)
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From page 16... ...
Specifically in its consensus report, the committee will • identify a small set of core ideas in each of the major science disciplines, as well as those ideas that cut across disciplines, using a set of criteria developed by the committee • develop guidance on implementation of the framework • articulate how these disciplinary ideas and crosscutting ideas intersect for at least three grade levels • create examples of performance expectations • discuss implications of various goals for science education (e.g., general science literacy, college preparation, and workforce readiness) on the priority of core ideas and articulation of leaning expectations • develop a research and development plan to inform future revisions of the standards *
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From page 17... ...
. Design Teams The committee's work was significantly advanced by the contributions of four design teams, which were contracted by the NRC to prepare materials that described the core ideas in the natural sciences and engineering and outlined how these ideas could be developed across grades K-12.
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From page 18... ...
In addition, NRC staff contacted over 40 organizations in science, engi neering, and education, notifying them of the public comment period and asking them to hold focus groups to gather feedback from members or to at least notify their members of the opportunity to comment online. The NRC also 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 both to facilitate the public input process and to organize focus groups.
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From page 19... ...
N EXT STEPS The National Governors Association and the Council of Chief State School Officers have developed "Common Core State Standards" in mathematics and language arts, and 43 states and the District of Columbia have adopted these stan dards as of early 2011. The anticipation of a similar effort for science standards was a prime motivator for this NRC study and the resulting framework described in this report.
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From page 20... ...
lead to improvements in K-12 science education unless the other components of the system -- curriculum, instruction, professional development, and assessment -- change so that they are aligned with the framework's vision. Thus the framework and standards are necessary but not sufficient to support the desired improve ments.
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From page 21... ...
. Science College Board Standards for College Success.
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