A Framework For K12 Science Education Practices Crosscutting Concepts And Core Ideas Committee On Conceptual Framework For The New K12 Science Education Standards by Committee On Conceptual Framework For The New K-12 Science Education Standards, National Research Council, Helen Quinn, Heidi Schweingruber, Thomas Keller 9780309217422, 0309217423 instant download after payment.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to meeting many of humanity's most pressing challenges, both present and future. To address the critical issues of U.S. competitiveness and to better prepare the workforce, Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.
Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the disciplinary core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: cross-cutting concepts that unify the study of science and engineering through their common application across these fields; scientific and engineering practices; and core ideas in four disciplinary areas: physical sciences, life sciences, earth and space sciences, and engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues; be careful consumers of scientific and technological information; and have the skills to enter the careers of their choice.
Framework for K-12 Science Education is the first step in a process that will inform state-level decisions and provide a research-grounded basis for improving science teaching and learning across the country. The book will guide standards developers, curriculum designers, assessment developers, teacher educators, state and district science administrators, teachers, and educators who work in informal science environments.