A Framework for K-12 Science Education: Practices, by National Research Council, Division of Behavioral and Social

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

Technological know-how, engineering, and expertise permeate approximately each side of recent lifestyles and carry the most important to assembly a lot of humanity's so much urgent demanding situations, either current and destiny. to handle the serious problems with U.S. competitiveness and to raised arrange the team, Framework for K-12 technological know-how Education proposes a brand new method of K-12 technology schooling that would trap scholars' curiosity and supply them with the required foundational wisdom within the field.

Framework for K-12 technological know-how Education outlines a huge set of expectancies for college students in technological know-how and engineering in grades K-12. those expectancies will tell the advance of latest criteria for K-12 technology schooling and, for that reason, revisions to curriculum, guide, review, improvement for educators. This booklet identifies 3 dimensions that exhibit the disciplinary center principles and practices round which technological know-how and engineering schooling in those grades can be equipped. those 3 dimensions are: cross-cutting strategies 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, existence sciences, earth and house sciences, and engineering, know-how, and the purposes of technology. The overarching target is for all highschool graduates to have enough wisdom of technological know-how and engineering to have interaction in public discussions on science-related concerns; be cautious shoppers of medical and technological details; and feature the talents to go into the careers in their choice.

Framework for K-12 technology Education is step one in a technique that may tell state-level judgements and supply a research-grounded foundation for bettering technological know-how instructing and studying around the nation. The publication will consultant criteria builders, curriculum designers, overview builders, instructor educators, nation and district technology directors, academics, and educators who paintings in casual technology environments.

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Box 32 briefly contrasts the role of each practice’s manifestation in science with its counterpart in engineering. In doing science or engineering, the practices are used iteratively and in combination; they should not be seen as a linear sequence of steps to be taken in the order presented. Practice 1: Asking Questions and Defining Problems Questions are the engine that drive science and engineering. Science asks:  What exists and what happens?  Why does it happen?  How does one know? Engineering asks:  What can be done to address a particular human need or want?

2002). Young Children’s Naïve Thinking About the Biological World. New York: Psychology Press. 18. , and Hatano, G. (2006). Young children’s conception of the biological world. Current Directions in Psychological Science, 15(4), 177. 19. C. (2003). That’s life: Coming to understand biology. Human Development, 46, 369-377. 20. Metz, K. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65, 93-127. 21. Carey, S. (1985). Conceptual Change in Childhood.

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