There is one more part of the Framework for K-12 Science Education I want to share with you before we move to a discussion of how we moved from the Framework to standards.
There are several guiding principles mentioned, drawn from what is known about the nature of learning science, which underlie both the structure and the content of the Framework. These principles "include young children's capacity to learn science, a focus on core ideas, the development of true understanding over time, the consideration of both knowledge and practice, the linkage of science education to students' interests and experiences, and the promotion of equity." (NRC, 2012)
Reading for This Section
Principles of the Framework from The Framework for K-12 Science Education (Pages 24-29)
These principles are very important in understanding why the Next Generation Science Standards were constructed the way they are. For that reason I am going to ask you to spend some time reading from the Framework for K-12 Science Education. If you have a copy, you can find the text on pages 24-29. You can also find these specific pages as a PDF file by clicking on the link to the right.
As you read, consider the following questions:
What do we know about how children approach science?
What is different about how novices and experts in a field approach new information? How does the Framework (and the NGSS) attempt to address this difference?
How does the Framework (and the NGSS) help to develop deep understanding of scientific explanations?
How are knowledge and practice essential elements in learning science and engineering?
Why is it important to connect learning to students' interests and experiences? How does this connection promote equity in science education?
I encourage you to write down (if working individually) or chart (if working as a group) your responses. When you have finished, click the right arrow to continue with your learning, or the left arrow to review previous learning.