Scribd
Upload
32 views4 pages

Midterm

The Next Generation Science Standards are national K-12 science standards based on the Framework for K-12 Science Education. They describe the key scientific practices, crosscutting concepts, and disciplinary core ideas that students should learn in each grade. The standards aim to teach science in context by connecting different domains and to math and literacy. They are designed based on research about how students learn best and to prepare students for college, careers, and an evolving world. While the instructor's goals of students recognizing science's importance align with the standards, the standards may be too narrow and specific and omit some important content areas.

Uploaded by

api-302389155
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
32 views4 pages

Midterm

The Next Generation Science Standards are national K-12 science standards based on the Framework for K-12 Science Education. They describe the key scientific practices, crosscutting concepts, and disciplinary core ideas that students should learn in each grade. The standards aim to teach science in context by connecting different domains and to math and literacy. They are designed based on research about how students learn best and to prepare students for college, careers, and an evolving world. While the instructor's goals of students recognizing science's importance align with the standards, the standards may be too narrow and specific and omit some important content areas.

Uploaded by

api-302389155
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Running head: MIDTERM

EDSC 3618: MIDTERM


Erika Aller
Concordia University

Running head: MIDTERM


2

1. The Next Generation Science Standards are national, K-12 standards for science. They
are based on The Framework for K-12 Science Education developed by the National
Research Council. They are the standards teachers are supposed to teach to, if they have
been adopted by the state in which the teacher is teaching in.
How to read the science standards:
a. Be familiar with how they are laid out.
b. Each student performance expectation includes a practice, crosscutting concept and
disciplinary core idea. These describe how all students meeting the standard will be
held accountable for.
c. They also have assessment boundaries underneath. Assessment boundaries are what
can be assessed from the standard. This should not limit instruction, only assessment.
d. They can also include clarifying statements. These will include examples or
additional clarifications.
e. Underneath the performance expectations are colored boxes. These are foundational
language boxes. Additional clarification for performance expectations.
f. Underneath foundation boxes are connection boxes. These show connecting ideas
between science standards of the same grade level, other grade levels and common
core standards of ELA and math.
2. The three dimensions of the framework are:
a. Practices These are describing behaviors that students should engage in during
science class. They are modeled after what real scientists and engineers do. These
are the skills used when investigating, building models and theories. Practices not
only include skills but also the knowledge behind them.
b. Crosscutting concepts- These link the different domains of science together. They are
things that have application across different fields. Like energy and matter are

Running head: MIDTERM


3

important concepts in chemistry, biology and physics. They provide a framework for
connecting different fields together in a coherent fashion.
c. Disciplinary core ideas These are the most important aspects of science that we
want the curriculum to focus on. They are further grouped into four domains:
i.
Physical sciences
ii.
Life sciences
iii.
Earth and space sciences
iv.
Engineering, technology and applications of science
Disciplinary core ideas should have at least two of the following:
i.
ii.
iii.

Broad importance over various fields or be a key concept in one


Key tool for understanding/investigating more complex things
Relate to the interests/life of students or connect by way of societal/personal

concerns that require scientific knowledge


iv.
Able to be taught/learned over multiple grades with increasing levels of depth
3. Why Next Generation Science Standards? Because:
a. Now we can teach in context. It used to be that each science discipline was taught
independently without regards for each other. Now we can connect and give students
a better understanding of all science. Plus they are also connected to non-science
b.
c.
d.
e.

curriculum, such as math and literacy.


They are based on current research on how students learn.
Helps with college readiness and career readiness
Help students face the changing world/times
Change the way that science is being taught for the better

I also think it is a good thing that they are national standards. That the whole country will be
on the same page. Students dont have to worry when they get to college or a career that they
are behind in science because they learned science in a different state.
4. My main goal seems to line up pretty well with the standards. My main goal for students

is for them to recognize the importance of science in life and in the world. I think that
when you distill the science standards down to a main concept that is also what you get;

Running head: MIDTERM


4

science is important. My philosophy of science education is more about building


knowledge through experience and that aligns with the standards also. I dont think any
part of my philosophy directly contradicts or is out of line with these standards. The only
issues I have with the standards is they seem too narrow, they get pretty specific. Also,
there are not a lot of them. A lot of content is not directly identified by these standards
and I think that could stifle instruction.

You might also like