Science and Engineering for Grades 6-12 Investigation and Design at the Center (2019) / Chapter Skim
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Pages 1-8
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Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. The National Academies of Sciences, Engineering, and Medicine convened the Committee on Science Investigations and Engineering Design 1
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The review of research will include research and evaluations of innovative approaches, such as computer modeling or use of large on-line data sets that have be come more widely available since publication of the original report. The committee will provide guidance for designing and implementing science investigations and engineering design for middle and high school students that takes into account the new vision for science education embodied in the Framework for K–12 Science Education (National Research Council, 2012)
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Science investigation and engineering design are driven by questions about phenomena and engineering challenges and include multiple connected coherent experiences. These experiences allow students to engage deeply with the ideas and ways of thinking used in science and engineering and to make sense of themselves as learners as they draw on their own ideas and identities in the process of doing science and engineering.
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CONCLUSION 5: Centering classes on science investigation and engineering design means that teachers provide multiple opportunities for students to demonstrate their reasoning and show understanding of scientific explanations about the natural world. Providing opportunities for teachers to observe student learning and embed assessment into the flow of learning experiences allows students as well as teachers to reflect on learning.
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Intentionally designed and sustained professional learning experiences that extend over months can help teachers prepare, implement, and refine approaches to investigation and design. CONCLUSION 8: Engaging students in investigation and design requires attention to facilities, budgets, human resources, technology, equipment, and supplies.
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RECOMMENDATION 3: Instructional resources to support science investi a ion and engineering design need to use approaches consistent with g t knowledge about how students learn and consistent with the Framework to provide a selection of options suitable for many local conditions. • Teachers and designers of instructional resources should work in teams to develop coherent sequences of lessons that include phenomena carefully chosen to engage students in the science or engineering to be learned.
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RECOMMENDATION 6: Administrators should take steps to address the deep history of inequities in which not all students have been offered a full and rigorous sequence of science and engineering learning opportunities, by implementing science investigation and engineering design approaches in all science courses for all students. • School and district staff should systematically review policies that impact the ability to offer science investigation and engineering
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• State, regional, and district leaders should commission and use valid and reliable summative assessment tools that mirror how teachers measure three-dimensional learning. • States, regions, and districts should provide resources to support the implementation of investigation and engineering design-based approaches to science and engineering instruction across all grades and in all schools, and should track and manage progress toward full implementation.
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