By National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards
Technology, engineering, and know-how permeate approximately each aspect of contemporary existence and carry the foremost to assembly a lot of humanity's such a lot urgent demanding situations, either current and destiny. to deal with the severe problems with U.S. competitiveness and to raised arrange the team, Framework for K-12 technological know-how Education proposes a brand new method of K-12 technological know-how schooling that would trap scholars' curiosity and supply them with the required foundational wisdom within the field.
Framework for K-12 technology Education outlines a wide set of expectancies for college students in technology and engineering in grades K-12. those expectancies will tell the improvement of recent criteria for K-12 technology schooling and, for this reason, revisions to curriculum, guide, evaluate, improvement for educators. This ebook identifies 3 dimensions that express the disciplinary center principles and practices round which technological know-how and engineering schooling in those grades might be outfitted. those 3 dimensions are: cross-cutting strategies that unify the examine of technology and engineering via their universal program throughout those fields; clinical and engineering practices; and center rules in 4 disciplinary components: actual sciences, existence sciences, earth and area sciences, and engineering, know-how, and the purposes of technology. The overarching objective is for all highschool graduates to have adequate wisdom of technology and engineering to interact in public discussions on science-related concerns; be cautious shoppers of medical and technological info; and feature the abilities to go into the careers in their choice.
Framework for K-12 technological know-how Education is step one in a approach that might tell state-level judgements and supply a research-grounded foundation for bettering technology instructing and studying around the state. The ebook will advisor criteria builders, curriculum designers, review builders, instructor educators, country and district technology directors, lecturers, and educators who paintings in casual technology environments.
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Additional info for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Chapter 2: Assumptions Guiding the Framework 2-7 sometimes demands new technologies, new technologies enable new scientific investigations, allowing scientists to probe realms and handle quantities of data previously inaccessible to them. Moreover, the line between applied science and engineering is fuzzy. It is impossible to do engineering today without applying science in the process, and, in many areas of science, designing and building new experiments require scientists to engage in some engineering practices.
3, pp. 167-230). Hoboken, NJ: Wiley. 23. , and Kalish, C. (2005). Conceptual development. S. Siegler and D. ) Handbook of Child Psychology, Set, 6th Edition (vol. 2, pp. 687-733). Hoboken, NJ: Wiley. 24. National Research Council. (1999). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. D. L. R. ). Washington, DC: National Academy Press. 25. Consortium for Policy Research in Education. (2009). Learning Progressions in Science: An Evidence-Based Approach to Reform.
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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas by National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards