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By: Harold Pratt, With Contributions from Rodger Bybee, Cary Sneider, Richard Duschl, and Joe Krajcik and Joi Merritt
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$7.96 - Member Price
$9.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9781936959327 9.95 The NSTA Reader’s Guide to A Framework for K–12 Science Education, EXPANDED EDITION: Practices, Crosscutting Concepts, and Core Ideas http://www.nsta.org//images/products/shrinked/140/PB326X.jpg
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Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 3/15/2012 |
| Pages: | 72 |
| Stock Number: | PB326X |
| ISBN: | 978-1-936959-32-7 |
| Grade Level: | Elementary School, Middle School, High School |
| Read Inside: | Read a sample chapter: Dimension 3: Disciplinary Core Ideas: Physical Sciences |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review] |
Description
“Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity’s most pressing current and future challenges. Yet too few U.S. workers have strong backgrounds in these fields and many people lack even fundamental knowledge of them. This national trend has created a widespread call for a new approach to K–12 science education in the United States.”
—From the Executive Summary of A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
A Framework for K–12 Science Education provides a broad set of learning expectations for students as they study science and engineering throughout the K–12 years. The Framework guides the writers of the forthcoming Next Generation Science Standards (NGSS); will influence curriculum, assessment, and teacher professional development decisions for years to come; and ultimately will help inspire new generations of science and engineering professionals and scientifically literate citizens.
The handy Reader’s Guide unpacks the three key dimensions of the Framework—scientific and engineering practices, crosscutting concepts, and core ideas in each specific discipline—allowing teachers, administrators, curriculum developers, university professors, and others to more easily grasp how the soon-to-be-released NGSS will differ from the current standards. Harold Pratt, a career science educator who was deeply involved in the development of the National Science Education Standards, offers the following for each chapter of the Framework:
• An overview with a brief synopsis of key ideas
• An analysis of what is similar to and what is different from the NSES
• A suggested action to help readers understand and start preparing for the NGSS
Now—as a bonus—the volume also includes four essays by key leaders in science education, each explains the Framework further. Rodger Bybee discusses scientific and engineering practices; Cary Sneider, engineering and technology core ideas; Richard Duschl, crosscutting concepts; and Joseph Krajcik and Joi Merritt, constructing and revising models.
This primer is a critical companion to the Framework for science educators nationwide as they prepare to incorporate the upcoming standards into their teaching of science and engineering.
For more information on A Framework for K–12 Science Education, visit the National Academies site.
Additional Info
| Intended User Role: | Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies |
Contents
The NSTA Reader’s Guide to A Framework for K–12 Science Education
by Harold Pratt
Background
Using This Guide
Executive Summary
PART I: A Vision for K–12 Science Education
Chapter 1
Introduction: A New Conceptual Framework
Chapter 2
Guiding Assumptions and Organization of the Framework
PART II: Dimensions of the Framework
Chapter 3
Dimension 1: Scientific and Engineering Practices
Chapter 4
Dimension 2: Crosscutting Concepts
Chapter 5
Dimension 3: Disciplinary Core Ideas: Physical Sciences
Chapter 6
Dimension 3: Disciplinary Core Ideas: Life Sciences
Chapter 7
Dimension 3: Disciplinary Core Ideas: Earth and Space Sciences
Chapter 8
Dimension 3: Disciplinary Core Ideas: Engineering, Technology, and
Applications of Science
PART II: Realizing the Vision
Chapter 9
Integrating the Three Dimensions
Chapter 10
Implementation: Curriculum, Instruction, Teacher Development, and Assessment
Chapter 11
Equity and Diversity in Science and Engineering Education
Chapter 12
Guidance for Standards Developers
Chapter 13
Looking Toward the Future: Research and Development to Inform K–12 Science
Education Standards
References
Understanding A Framework for K–12 Science Education: Top Science Educators Offer Insight
Scientific and Engineering Practices in K–12 Classrooms, By Rodger W. Bybee
Core Ideas of Engineering and Technology, By Cary Sneider
The Second Dimension—Crosscutting Concepts, By Richard A. Duschl
Engaging Students in Scientific Practices:, What Does Constructing and Revising Models Look Like in the Science Classroom? By Joseph Krajcik and Joi Merritt
Index
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