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Pages 58-64

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From page 58...
... It lays out three key dimensions for learning: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. It also discusses key issues related to improving science education including equity, curriculum and instruc tion, professional learning for teachers and assessment.
From page 59...
... This report will provide evidence-based guidance on effective approaches to preK-5 science and engineering instruction that supports the success of all students. The report will examine the state of the evidence on learning experiences prior to school; describe promising instructional approaches across preK-5 and discuss what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preK-5 science and engineering.
From page 60...
... They should be designed to support classroom instruction, monitor science learning on a broader scale, and track opportunity to learn. This report recommends strategies for developing assessments that yield valid measures of student proficiency in sci ence; it offers a systems approach to science assessment, in which a range of assess ment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another.
From page 61...
... Monitoring Progress Toward Successful K-12 STEM Education (2013) https://www.nap.edu/catalog/13509/monitoring-progress-toward-successful-k-12stem-education-a-nation This report identifies methods for tracking progress toward the recommendations of the 2011 Successful K-12 STEM Education report by presenting a framework and key indicators for a national-level monitoring and reporting system that could measure student knowledge, interest, and participation in the STEM disciplines and STEMrelated activities; track financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provide information about the capabilities of the STEM education workforce, including teachers and principals; and facilitate strategic planning for federal investments in STEM education and workforce development when used with labor force projections.
From page 62...
... https://www.nap.edu/catalog/13362/discipline-based-education-research-under standing-and-improving-learning-in-undergraduate This report synthesizes empirical research on undergraduate teaching and learn ing in the sciences, explores the extent to which undergraduate instruction reflects current evidence about learning and teaching, and identifies the intellectual and material resources required to further develop research in this areas. Knowledge of teaching and learning can mesh with deep knowledge of discipline-specific science content to provide detailed information on discipline-specific difficulties learners face in physics, biological sciences, geosciences, and chemistry.
From page 63...
... Students' decisions to enter, stay in, or leave STEM majors are impacted by the quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies. Many students do not take a traditional 4-year path to a STEM undergraduate degree and the report describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree.
From page 64...
... https://www.nap.edu/catalog/24943/indicators-for-monitoring-undergraduate-stem education This report outlines a framework and a set of indicators that document the status and quality of undergraduate STEM education at the national level over multiple years to help policy makers and the public know whether reform initiatives are accomplishing their goals and leading to nationwide improvement in undergradu ate STEM education.


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