Read e-book online A Framework for K-12 Science Education: Practices, PDF

By National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards

Technology, engineering, and expertise permeate approximately each part of recent existence and carry the most important to assembly lots of humanity's such a lot urgent demanding situations, either current and destiny. to deal with the serious problems with U.S. competitiveness and to higher arrange the staff, Framework for K-12 technological know-how Education proposes a brand new method of K-12 technological know-how schooling that may catch scholars' curiosity and supply them with the mandatory foundational wisdom within the field.

Framework for K-12 technology Education outlines a wide set of expectancies for college kids in technology and engineering in grades K-12. those expectancies will tell the improvement of recent criteria for K-12 technology schooling and, for this reason, revisions to curriculum, guideline, review, improvement for educators. This e-book identifies 3 dimensions that express the disciplinary center rules and practices round which technology and engineering schooling in those grades can be equipped. those 3 dimensions are: cross-cutting options that unify the research of technology and engineering via their universal program throughout those fields; clinical and engineering practices; and center principles in 4 disciplinary components: actual sciences, lifestyles sciences, earth and area sciences, and engineering, know-how, and the functions of technology. The overarching target is for all highschool graduates to have enough wisdom of technology and engineering to have interaction in public discussions on science-related concerns; be cautious shoppers of medical and technological info; and feature the abilities to go into the careers in their choice.

Framework for K-12 technology Education is step one in a method that might tell state-level judgements and supply a research-grounded foundation for making improvements to technological know-how instructing and studying around the nation. The booklet will advisor criteria builders, curriculum designers, review builders, instructor educators, kingdom and district technology directors, lecturers, and educators who paintings in casual technological know-how environments.

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Extra resources for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

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All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Chapter 3: Dimension 1: Scientific and Engineering Practices 3-8 Practice 2: Developing and Using Models Scientists construct mental and conceptual models of phenomena. Mental models are internal, personal, idiosyncratic, incomplete, unstable, and essentially functional. They serve the purpose of being a tool for thinking with, making predictions, and making sense of experience. Conceptual models, the focus of this section, are, in contrast, explicit representations that are in some ways analogous to the phenomena they represent.

Instead, there are a number of possible solutions, and choosing among them inevitably involves personal as well as technical and cost considerations. Moreover, the continual arrival of new technologies enables new solutions. In contrast, theories in science must meet a very different set of criteria, such as parsimony (a preference for simpler solutions) and explanatory coherence (essentially how well any new theory provides explanations of phenomena that fit with observations and allow predictions or inferences about the past to be made).

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Chapter 2: Assumptions Guiding the Framework 2-8 no stress is placed on understanding their size, just that they are too small to see directly. However, pictures, physical models, and simulations can represent the entities and relate them to phenomena that the students can investigate and interpret. In grades 6-8 we move to atomic-level explanations of physical phenomena and cellular-level explanations of life processes and biological structures, but without detail on the inner workings of an atom or a cell.

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