Science and Engineering Practices (SEPs)
From the Framework:
From the Framework:
The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the framework is for students to learn these disciplinary core ideas in the context of Science and Engineering Practices (SEPs) through crosscutting concepts around a science performance.
The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the framework is for students to learn these disciplinary core ideas in the context of Science and Engineering Practices (SEPs) through crosscutting concepts around a science performance.
We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. (NRC Framework , 2012, p. 30)
We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. (NRC Framework , 2012, p. 30)
The idea of science as a set of practices has emerged from the work of historians, philosophers, psychologists, and sociologists over the past 60 years. This perspective is an improvement over previous approaches in several ways.
The idea of science as a set of practices has emerged from the work of historians, philosophers, psychologists, and sociologists over the past 60 years. This perspective is an improvement over previous approaches in several ways.
First – It minimizes the tendency to reduce scientific practices to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error.
First – It minimizes the tendency to reduce scientific practices to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error.
This tendency overemphasizes experimental investigation at the expense of other practices, such as, posing questions, arguing from evidence, modeling, critique, and communication.
This tendency overemphasizes experimental investigation at the expense of other practices, such as, posing questions, arguing from evidence, modeling, critique, and communication.
Second – A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science.
Second – A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science.
Third – Attempts to develop the idea that science should be taught through a process of inquiry have been hampered by the lack of a commonly accepted definition of its constituent elements.
Third – Attempts to develop the idea that science should be taught through a process of inquiry have been hampered by the lack of a commonly accepted definition of its constituent elements.
When we compare science practices with engineering practices there are clear places where engineering differs from science (purpose and product), but more places where they are related and build upon one another as shown in the table.
When we compare science practices with engineering practices there are clear places where engineering differs from science (purpose and product), but more places where they are related and build upon one another as shown in the table.
SEP Takeaways:
SEP Takeaways:
Students in grades K-12 should engage in all eight practices over each grade band
Students in grades K-12 should engage in all eight practices over each grade band
Practices grow in complexity and sophistication across the grades.
Practices grow in complexity and sophistication across the grades.
Practices represent what students are expected to do, and are not teaching methods or curriculum
Practices represent what students are expected to do, and are not teaching methods or curriculum
Science & engineering practices distinguish science from other ways of knowing.
Science & engineering practices distinguish science from other ways of knowing.
When students actively engage in science & engineering practices, they deepen their understanding of core science ideas.
When students actively engage in science & engineering practices, they deepen their understanding of core science ideas.
This vision of the core ideas, concepts, and practices provides the utility students need to engage in making sense of the natural and designed world.
This vision of the core ideas, concepts, and practices provides the utility students need to engage in making sense of the natural and designed world.
Engineering practices are a natural extension of science practices.
Engineering practices are a natural extension of science practices.
Science instruction often includes opportunities for engineering practices.
Science instruction often includes opportunities for engineering practices.
Engineering is not a new component of science standards. Some states currently have elements of engineering in their science standards.
Engineering is not a new component of science standards. Some states currently have elements of engineering in their science standards.
The Framework provides meaningful connections of science and engineering in the Practices.
The Framework provides meaningful connections of science and engineering in the Practices.
Phenomenal GRC Lessons-Going 3D: Science and Engineering Practices