Cognitive Science Research

Background

NGSS is based on several decades of research that examines how students best learn science. Research on how students learn science effectively has been a long-term interest of the National Research Council, which published How People Learn, How Students Learn, Taking Science to School, and Education for Life and Work. Findings in cognitive science permeate the Framework for K-12 Science Education and were central to the development of the Next Generation Science Standards (NGSS).

Is This Way of Learning Best for Students?

Colleagues who recognize the significant shifts inherent in NGSS are often curious as to whether or not these shifts are best for student learning, and if they will prepare students for college and career. The resources below focus on what research has shown to be effective in student learning of science concepts and practices. Many thanks to Brinn Belyea for his enthusiasm and hard work to gather and share resources to make this site possible.

College and Career Readiness

Professor Panel

• The panel of university professors filmed in this video was organized for the San Marcos Unified SET Project. The purpose of the panel was to discuss how the things undergraduate professors are doing with their students connect with NGSS. Many thanks to the SET Program Director, Nicole (Nikki) DiRanna, for sharing.

Appendix C of the NGSS

• Appendix C of the NGSS summarizes the key findings of The National Research Council's A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Excerpt as they relate to college and career readiness: " it is the science and engineering practices learned in conjunction with rigorous content that best prepares students for success in post-secondary education and careers."

Changing the Culture of Undergraduate Science Education

• Faculty at several Arizona institutions of higher learning have embarked on significant educational reform in undergraduate science education. Excerpt from NSTA article: "Science education research has established several effective methods of teaching science. Lecturing is not at the top of the list. Yet, lecture prevails as the dominant teaching method in today’s university science classrooms. Evidently the results of decades of science education research are not well understood by science faculty in American colleges and universities. Teaching by lecture rather than interactive engagement may be among the significant factors limiting the quality of science education in this nation (AAAS 1990; NSF 1996; TIMSS Report 1998)."

The NGSS and College and Career Readiness

Pete A'Hearn shares his experiences visiting the energy and utilities sectors, and discusses how the NGSS prepares students for the world of work in these industries.

NGSS: Preparing Students for Life

• Rebecca McKinney shares a data analysis of what percentage of highs school students end up pursuing a career in STEM.

Cognitive Load

• What is Cognitive Load Theory? A Definition for Teachers
• TMI! Cognitive Overload and Learning
• Implementation and assessment of Cognitive Load Theory (CLT) based questions in an electronic homework and testing system
• (For Chemistry) What Can Cognitive Science Teach Us About Lewis Structures? (Using Physiological Data to Explore the Relationship Between Cognitive Load and Lewis Structure Construction)