Skip to main content

Currently Skimming:

1 Introduction
Pages 1-6

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 same logic that leads from one scientific finding to another can also inform individual lives and public policy, he added. Whether science is learned in a formal school setting or outside of school, science education is about teaching the process for understanding how physical, biological, or geological systems work.
From page 2...
... These standards are based on the Framework, which was developed under the auspices of the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine. Together, these two documents provide guidance for improving science education that both builds on previous national standards for science education and reflects research-based advances in learning and teaching science.
From page 3...
... In response to the need for more coordination across these efforts, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine convened a public workshop on June 27–28, 2017. The workshop focused on the development of instructional materials that reflect the principles of the Framework and the NGSS, as described in the planning committee's Statement of Task (see Box 1-1)
From page 4...
... The planning committee also sought to learn ways to apply lessons learned in English Language Arts and mathematics to science education. ORGANIZATION OF THIS PROCEEDINGS The workshop was organized by an independent planning committee in accor dance with the procedures of the National Academies of Sciences, Engineering, and Medicine.
From page 5...
... •  What are the key challenges developers encounter in developing and piloting instructional materials? •  What tools are available or are planned to help guide development efforts?
From page 6...
... The workshop did not attempt to establish any conclu sions or recommendations about needs and future directions, focusing instead on issues identified by the speakers and workshop participants. Statements, recom mendations, and opinions expressed are those of individual presenters and partici pants, do not necessarily represent the views of all workshop participants or the planning committee, and are not necessarily endorsed or verified by the National Academies.

This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.