What does a Framework for k-12 Science Education have to do with PER?

1. What does a Framework for k-12 Science Education have to do with PER?

2. Roles of science college level science faculty • Awareness of what is changing at k-12 level • Support for professional development of k-12 teachers • Changes in college teaching in response to changing experience of incoming students?

3. Context • K-12 Education controlled at the state and local level. • Common Core Math and Language Arts --47+ states choosing common standards Next Generation Science Standards • Stage 1 NRC Framework –July 2011 • Stage 2 Achieve and 26 State teams Next Gen Standards – released April 2013

4. Assessments Curricula Framework Standards Instruction Teacher Preparation and development

5. A Framework for K-12 Science Education Product of National Research Council (Board on Science Education) study 9 scientists (all NAS members, 2 Nobel ) 9 education experts (research and practice) www.nap.edu free to download

6. Framework task • What are the most important ideas in science for k-12 students? • Things every student needs to know something about or be able to do International survey gave no fixed pattern of what is taught and when!

7. Three Dimensions Scientific and engineering practices Crosscutting concepts Disciplinary core ideas Demands instruction that is 3 dimensional NGSS –standards as performance tasks that involve all 3

8. Goals of the Framework • Coherent investigation of core ideas across multiple years of school • More seamless blending of practices with core ideas and crosscutting concepts NGSSS closely based on Framework

9. **Scientific and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

10. Question for PER • When do physics undergraduates engage in science practices? • What do they need to be able to do with them? • How will their readiness change as schools implement NGSS standards?

11. *Crosscutting Concepts Patterns Cause and effect: mechanism and explanation Scale, proportion and quantity Systems and system models Energy and matter: flows, cycles and conservation Structure and function Stability and change *All require models!

12. Question for PER • Are these crosscutting concepts relevant at the college level? • How do students connect learning across courses and disciplines (eg physics and chemistry, physics and engineering…) • What instructional strategies support connections?

13. How will new standards change what entering students bring? • Student expectations of what it means too learn science • Possible changes to HS physics and chemistry courses • More Earth Systems Science,

14. NGSS Example Middle School – Matter and its Interactions 1. Performance expectations 2. Framework basis 3. Connections

15. Example:MS MAtter

17. Multidimensioned performance tasks • Stress what students can do with knowledge, not memorized knowledge • Different habits of mind required willing to undertake familiar practices in familiar knowledge domain to tackle unfamiliar problems

18. New Focus on models • Systems thinking (systems and system models) as a crosscutting concept • Modelling as a practice

20. IQWST Assessment: Modeling Smell Your teacher opened a jar that contained a substance that had an odor. Imagine you had a very powerful microscope that allowed to see the odor up really, really close. What would you see? • Lesson 15: student models • 75% of students create a particle model, 25% a mixed model • 68% of students include odor particles that are moving in straight lines until they collide into each other; 32% include both odor and air

21. Models make thinking visible and explicit • What system is being studied? • What (artificial) boundary delimits the system under study? • What are its components or subsystems? • How do the components interact? • What (matter or energy) flows into or out of system? • What forces act across boundary?

22. Model building and observation As in art, so in science, the attempt to represent drives to more careful observation of what is being represented Decisions must be made: what to foreground, what to leave out how to revise…

24. Models in mathematics • A graphical relationship between variables • An equation connecting multiple variables • A map showing distributions or quantities • Statistical distributions and probability relationships

25. Models in college physics? • Involve both system models and mathematical models • How will students arriving with some modelling experience in both domains be different?

26. Some opportunities • Track how/whether changes in k-12 standards change entering student capabilities and preferences • Define and investigate cross-course learning goals for undergraduate physics majors and for non-major students taking physics (see upcoming J-TUPP report for some suggestions)

27. Some web links www.nap.edu National Academy Press • Framework • Ready, Set , Science www.nextgenscience.org--standards CCSSO Resources – Framework for English Language Proficiency Development – tables for each practice