Teaching K-12 Science and Engineering During a Crisis (2020) / Chapter Skim
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1 Introduction
1 Introduction
Pages 1-6
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In a recent survey, some teachers reported that they were able to take advantage of new levels of flexibility and technological supports to provide engaging learning opportunities for their students. Educators throughout the country have been finding ways to maintain and improve science and engineering experiences, for example, by making more connections to students' homes and communities.
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Some are starting with remote learning; others are starting with hybrid environments, with some students connected remotely and others participating in person; some are starting with blended environments, with all students participating in both remote and in-person learning at different times; and still others are starting with fully in person models with social distancing. Whatever approach is used, it remains essential that all students have access to a high-quality science and engineering education.
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It includes guidance -- with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches -- about how K–12 science and engineering learning experi ences can • function during disruptions to education systems; • adapt as needed to support students and their families dealing with ongoing changes to instructional and home environments; and • remain at high quality or even increase in quality, even if some content cover age is reduced this year. It is not the purpose of this volume to reiterate all of the many consider ations related to reopening schools nor to focus on public health guidance, which 1For more information, see A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, p.
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These vignettes provide concrete examples of how high-quality science and engi neering education can be maintained and even strengthened, despite the current crisis and the resulting disruptions to the education system. AUDIENCE FOR THE BOOK This book is intended for all of the individuals who are involved in making deci sions about curriculum and instruction for science and engineering education in schools.
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includes guiding questions, relevant research, stories of implemen tation efforts and strategies by practitioners, and suggestions for next steps to take. In addition, where implementation is likely to look very different in different grade bands, those differences are discussed.
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