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Teaching K-12 Science and Engineering During a Crisis (2020) / Chapter Skim
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2 Foundational Principles
Pages 7-14

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From page 7...
... This chapter describes these principles, and the rest of the guide applies them to provide guidance about science and engineering education in the time of a crisis. 1For more information, see A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
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From page 8...
... However, inequities cur rently exist in students' educational opportunities.4 The pandemic is not causing these inequities, but it is amplifying them.5 Providing opportunities for all students to access high-quality science and engineering education -- including throughout elementary school -- is an equity issue and needs to be a priority for education systems. 4See https://www.commonsensemedia.org/digital-divide-stories#/state.
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From page 9...
... 57) One of the recent innovations in science and engineering education is the central focus on having students figure out puzzling phenomena and solving realworld problems.
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From page 10...
... This kind of learning means that students are not just memorizing facts or separately learning laboratory techniques; instead, students are engaged in building toward three dimensions simultaneously: disciplinary core ideas, science and engineering practices, and crosscutting concepts.9 Students build and use these three dimensions as a way to explain a phenomenon or solve a problem,10 and they are integrated into student performance expectations in the NGSS and other Framework-based state standards. One response to a reduction of class time for science instruction is to focus solely on what is deemed "content," such as the disciplinary core ideas, and to omit students' learning about the practices of science and engineering, such as planning investigations and analyzing data.
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From page 11...
... As decisions are made about these adjustments, it is important to focus on supporting underserved and marginalized students and their families. For example, specialized plans can be made to ensure that all students have appropriate and accessible technology, translations, instructional support, and physical and mental health care services to allow them to succeed in the current educational environment.
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From page 12...
... Students reap significant benefits when schools support families and care givers, equipping them to be effective partners in their students' education.15 Principle 4: Approach recovery from disrupted learning and adjustment to chang ing learning environments as ongoing processes that takes time. Implementation of high-quality science and engineering education in a con text of shifting learning environments and constant uncertainty is complex and stressful.
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From page 13...
... Education experts recommend focusing on embedded classroom assessments throughout the school year rather than diagnostic assessments in the beginning of the year.20 18For more information, see Guide to Implementing the Next Generation Science Standards. Available: https://www.nap.edu/read/18802/chapter/4#20; and Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards: Proceedings of a Workshop.
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Key Terms

  • learning environments
  • generation science
  • core ideas
  • engineering learning
  • foundational principles

  • science standards
  • remote learning
  • learning science
  • disrupted learning
  • learning experiences

  • ing learning
  • disciplinary core
  • vulnerable students
  • critical assets
  • approach recovery

  • recognize families
  • ongoing processes
  • grade level
  • student engagement
  • prioritize relationships

  • instruction focuses
  • shifting learning
  • engineering design
  • dimensional learning
  • engineering practices

  • engineering based
  • separately learning
  • engineering ideas
  • learning laboratory
  • professional learning


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