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A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas (2012) / Chapter Skim
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Summary
Pages 1-4

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 1...
... The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.
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From page 2...
... The broad set of expectations for students articulated in the framework is intended to guide the development of new standards that in turn guide revisions to science-related curriculum, instruction, assessment, and professional development for educators. A coherent and consistent approach throughout grades K-12 is key to realizing the vision for science and engineering education embodied in the framework: that students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their under standing of each field's disciplinary core ideas.
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From page 3...
... Structure and function 7. Stability and change 3 Disciplinary Core Ideas Physical Sciences PS1: Matter and its interactions PS2: Motion and stability: Forces and interactions PS3: Energy PS4: Waves and their applications in technologies for information transfer Life Sciences LS1: From molecules to organisms: Structures and processes LS2: Ecosystems: Interactions, energy, and dynamics LS3: Heredity: Inheritance and variation of traits LS4: Biological evolution: Unity and diversity Earth and Space Sciences ESS1: Earth's place in the universe ESS2: Earth's systems ESS3: Earth and human activity Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society 3 Summary
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From page 4...
... The committee emphasizes that greater improvements in K-12 science and engineering education will be made when all components of the system -- from standards and assessments, to support for new and established teachers, to providing sufficient time for learning science -- are aligned with the framework's vision. A Framework for K-12 Science Education 4
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Key Terms

  • core ideas
  • crosscutting concepts
  • engineering practices
  • disciplinary core
  • space sciences

  • broad set
  • national trend
  • sufficient knowledge
  • outside school
  • apply crosscutting

  • assessment developers
  • established teachers
  • everyday lives
  • information related
  • possess sufficient

  • emphasizes discrete
  • science outside
  • district science
  • throughout grades
  • approach throughout

  • education embodied
  • sufficient time
  • engaging opportunities
  • provide students
  • careful consumers

  • technological information
  • consistent approach
  • states fails
  • widespread call
  • human activity


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