17. Reality-based Instruction
Abstract: The Next Generation Science Standards promote a new view of science education that incorporates three dimensions of learning: science and engineering practices, crosscutting concepts, and disciplinary core ideas. The goal of including these three dimensions in K-12 education is to help students to not only “know” science, but to help them use this knowledge to investigate the natural world through the practices of scientific inquiry and engineering design. This chapter focuses on each of these dimensions, providing examples of how physics teachers can seamlessly weave each into their day-to-day teaching practice using reality-based learning.
Next Generation Science Standards – NGSS Science and Engineering Practices – NGSS Crosscutting Ideas – NGSS Core Concepts – Physical Science – Reality-Based Learning – Problem-Based Learning – How Does PBL Do This? – Examples of Problem-Based Learning Projects – The PBL Process – Social Interaction During PBLs – Assessing PBL Outcomes – A Detailed Example of Problem-Based Learning – Problems with PBL – Project-Based Learning
Next Generation Science Standards – NGSS Science and Engineering Practices – NGSS Crosscutting Ideas – NGSS Core Concepts – Physical Science – Reality-Based Learning – Problem-Based Learning – How Does PBL Do This? – Examples of Problem-Based Learning Projects – The PBL Process – Social Interaction During PBLs – Assessing PBL Outcomes – A Detailed Example of Problem-Based Learning – Problems with PBL – Project-Based Learning