Framework for new k 12 science education standards
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Framework for New K-12 Science Education Standards. Helen Quinn, Chair Board on Science Education Framework Study Committee. The National Academies. A non-governmental organization (NGO) Founded in 1863 Service to the nation as our dominant purpose.

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Framework for New K-12 Science Education Standards

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Framework for new k 12 science education standards

Framework for New K-12 Science Education Standards

Helen Quinn, Chair

Board on Science Education

Framework Study Committee


The national academies

The National Academies

  • A non-governmental organization (NGO)

  • Founded in 1863

  • Service to the nation as our dominant purpose


Framework frames what is important to be learned some grade band endpoints suggested

Framework: frames what is important to be learned, some grade band endpoints suggested.

  • Standards: elaboration into

  • K-12 learning expectations

  • (next task - Achieve)


Why now the opportunity

Why now? The opportunity

  • Common Core State Standards in Mathematics and English Language Arts - so why not science

  • Race to the Top (STEM invited priority, assessment consortia)

  • >15 years since NSES

  • and Benchmarks


Why nrc the opportunity

Why NRC? The opportunity

  • Convene experts in science

  • and science education

  • Process for consensus studies

  • Build on prior work - of NRC and others e.g. NSTA (Anchors), AAAS (Benchmarks, Maps)


Framework for new k 12 science education standards

  • SomeStudies from BOSE-NRC


Major components of the framework

Major components of the Framework

  • Vision of high quality science education

  • 3D: Cross-cutting concepts, practices, and core disciplinary ideas

  • Discussion of implementation issues

  • Suggestions for research and development


What is the framework s vision

What is the Framework’s vision?

  • “The Framework is designed to help realize a vision for science and engineering education in which students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school.” July draft, pg 6-1 emphasis added


Three dimensions

Three dimensions

  • Cross-cutting concepts

  • Scientific and engineering practices

  • Core disciplinary ideas

  • (PS, LS, ESS, ETAS)

  • What do these look like when integrated?


Criteria for core ideas and practices as per july draft

Criteria for Core Ideas and Practices – as per July draft

  • Broad importance

  • Key tool

  • Relates to student/connected to societal concerns

  • Teachable and learnable over multiple grades


What value does this provide to the community

What value does this provide to the community?

  • A specific vision

  • 3 Dimensions concept

  • Inquiry as a set of practices

  • A common starting point for standards, curricula and assessments


What are the implications for

What are the implications for:

  • Standards?

  • Curriculum?

  • Instruction?

  • Teacher professional Development?

  • Asessment?

  • Research and Development?


What are the implications for1

What are the implications for:

  • K-12 students?

  • Equity? All students

  • Will depend on all of the above,

  • and all of you,

  • not just the Framework.


Disclaimer

Disclaimer

  • The instructional practices and assessments discussed or shown are not an endorsement by the U.S. Department of Education.


Bose project staff

BOSE Project Staff

  • Heidi Schweingruber, Deputy Director, Project Co-director

  • Tom Keller, Sr Program Officer, Project Co-director

  • Michael Feder, Sr Program Officer

  • Natalie Nielsen, Sr Program Officer

  • Sherrie Forrest, Research Associate

  • Rebecca Krone, Program Associate


Ways to keep updated on conceptual framework

Ways to keep updated on Conceptual Framework

  • BOSE website http://nas.edu/BOSE

  • or e-mail [email protected]


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