Next Generation Science Standards

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Juan-Carlos AguilarScience Program ManagerGeorgia Department of Education

Agenda

• Work Taking Place

• Tentative Implementation Plan

• K-12 Framework for Science Education

• Next Generation Science Standards (NGSS)

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INTRODUCTIONS AND

PURPOSE OF THE MEETING

• National Research Council

• Achieve

• Council of State Science Supervisors (CSSS)

• Building Capacity Among State Science Education Leaders (BCSSE)

• State Collaborative on Assessment and Student Standards (SCASS)

• Georgia

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Work Taking Place

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Next Generation Science Standards (NGSS)

Achieve will take the lead in developing aligned Science standards in partnership with states and key stakeholders by late 2011 or early 2012. These new National Science Standards will:

Focuses on a limited number of core ideas in Science and Engineering both within and across disciplines

Based on the notion of learning progressions

Involves the integration of both knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design

Take into consideration the knowledge and skills required for science literacy, college readiness, and for pursing further study in STEM fields

Provide a platform for the development of aligned, high quality assessments, curricula and instructional materials.

Lead States and NGSS Writing Team

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Writing Team Only

Lead State Partner Only

Writing Team and Lead State Partner

Building Capacity Among State Science Education Leaders(BCSSE)

Phase I

Sept 30 - Oct 1, 2011 BCSSE Framework – Nashville

Feb 24 – 25, 2012BCSSE Framework – Raleigh

March 26, 27, 28

CSSS Annual Meeting – Indianapolis

Phase II

Sept 28, 29, 2012

BCSSE Framework and Standards

BCSSE Winter Meeting

Phase III Spring 2013 CSSS Annual Meeting – San Antonio

Spring 2013 BCSSE Regional Meetings

Tools1. Letter to support development of the Implementation Teams

2. One page vision messages (customized for each audience)

a. Contains rationale for the Framework

b. Focus on the vision for science education and describes the goals

c. Emphasizes the research to support the Framework

d. Describes the process that led to the Framework and to the Standards

e. Explains the merging of the three dimensions

f. Provides a clear rationale for why science is important for all students

3. Power-Points for Awareness

a. 30 minute version for briefings

b. 2 hr version for meetings

4. Professional development tools one for teachers, one for leadership groups

a. 2 day professional development PPT

b. Activities to engage participants in understanding the framework dimensions

c. Videos of what it looks like in the classroom

5. Web Site

6. Public service announcements/messages

Standards

Curriculum

Instruction

Assessments

TEACHER DEVELOPMENT

System of Science Education

Framework for K-12 Science Education

Released by the National Research Council of the National Academies of Science July 19, 2011

1st Step in developing Next Generation Science Standards

Achieve will develop Standards within 18 months

An Evolutionary (not Revolutionary) step forward Builds on Nat’l Science Education Standards, Benchmarks

for Science Literacy

We’ve learned a lot about learning and teaching of science

There have been advances in scientific knowledge

Research Shaping the Framework

• How children learn is at the foundation of the research supporting the Framework.

• The National Science Education Standards have provided us with a vision for science education, the Framework provides cohesion and clarity to that vision and traction for science inquiry through the practices

• The role of evidence in teaching and learning science receives the attention it deserves as a cornerstone of science.

• The Framework has a clearer reliance on the cognitive sciences to inform the structure of science standards and hence inform teaching and learning science.

Increasing Knowledge Base on Learning the Ideas of Science

Reports that Shape Where We Find Ourselves Today

Framework Goals • The Framework is motivated in part by a growing national consensus around the

need for greater coherence—that is, a sense of unity—in K-12 science education.

• Develop students’ understanding of the practices of science and engineering, which is as important to understanding science as is knowledge of its content.

• The Framework endeavors to move science education toward a more coherent vision in three ways:

First – It is built on the notion of learning as a developmental progression.

Second – The expectation is that students engage in scientific investigations and argumentation to achieve deeper understanding of core science ideas.

Third – The Framework emphasizes that learning science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus, the Framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education.Framework 1-3

Goals for Science EducationThe Framework’s vision takes into account two major goals for K-12 science education:

(1) Educating all students in science and engineering.

(2) Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future.

The Framework principally concerns itself with the first task—what all students should know in preparation for their individual lives and for their roles as citizens in this technology-rich and scientifically complex world.

Framework 1-2

Goals for Science EducationScience EducationAll students will:•Understand science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements—knowledge and practice—are essential. •Value and use science as a process of obtaining knowledge based upon observable evidence.

CCSS LiteracyAll students will gain skills to:•Communicate effectively using science language and reasoning.•Use writing as a tool for learning.•Use writing as a tool to communicate ideas; write for a variety of purposes and audiences.

CCSS Literacy Standards

• Addresses the Mile Wide/Inch Deep Problem

• Fewer Big Ideas arranged as progressions of learning

• Engineering, Technology and Applications of Science is Elevated

• Ocean, Climate and Earth Systems Science are IN!

Framework for K-12 Science EducationNotable Features: Content

The New NRC Framework for K-12 Science Education

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Dimension 1: Scientific and Engineering Practices

Dimension 2: Crosscutting Concepts

Dimension 3: Disciplinary Core Ideas

Why Practices?

The idea of science as a set of practices has emerged from the work of historians, philosophers, psychologists, and sociologists over the past 60 years. This perspective is an improvement over previous approaches, in several ways.

First - It minimizes the tendency to reduce scientific practices to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error. This tendency overemphasizes experimental investigation at the expense of other practices, such as modeling, critique, and communication.

Dimension 1: Scientific & Engineering Practices

Why Practices?

Second - A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science.

Third - Attempts to develop the idea that science should be taught through a process of inquiry have been hampered by the lack of a commonly accepted definition of its constituent elements. The focus in the Framework is on important practices, such as modeling, developing explanations, and engaging in critique and evaluation (argumentation), that have too often been underemphasized in the context of science education. Students engage in argumentation from evidence to understand the science reasoning and empirical evidence to support explanations.

Dimension 1: Scientific & Engineering Practices

Practices – Knowledge and Skills

• The importance of developing students’ knowledge of how science and engineering achieve their ends while also strengthening their competency with related practices.

• The term “practices,” instead of a term such as “skills,” to stress that engaging in scientific inquiry requires coordination both of knowledge and skills simultaneously.

Framework page 3-1

Dimension 1: Scientific & Engineering Practices

• This implies that Science Practices differs from science inquiry.

• Stressing the use of evidence is one of the significant differences.

• The essential role of science content knowledge is another significant difference.

• What are some of the potential implications for the changes in focus?

Practices – Knowledge and Skills

Dimension 1: Scientific & Engineering Practices

Framework for K-12 Science Education Dimensions of the Framework

Dimension 1: Scientific and Engineering Practices

– “Inquiry” and “Science Processes” are re-defined as Scientific and Engineering Practices

– These Practices represent strategic, synergistic integration with ELA CCSS

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Dimension 1: Scientific & Engineering Practices

Identify a need or problem

Identify a need or problem

Research the problem

Research the problem

Brainstorm solutions

Brainstorm solutions

Present the solution

Present the solution

Decide on best

solution

Decide on best

solution

Construct a prototype

Construct a prototype

ENTRY POINT

Question phenomenon

ENTRY POINT

Question phenomenon

Construct an investigation

Construct an investigation

RedesignRedesign

Collect data & analyze

Collect data & analyze

Draw a conclusion

Draw a conclusion

Construct an investigationConstruct an

investigation

Collect data & analyzeCollect data

& analyze

Draw a conclusio

n

Draw a conclusio

n

Scientific Process

Test & evaluate prototype

Test & evaluate prototype

Dimension 1: Scientific & Engineering Practices

1. Asking Questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using math, information/computer technology, computational thinking

6. Constructing explanations, designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, communicating information

Framework 3-28 to 31

What are Crosscutting Concepts?

• Crosscutting concepts are concepts that cross disciplinary boundaries and contribute to the sense making that leads to students valuing and using science and engineering practices.

• The Framework describes seven crosscutting concepts that appear to have value in supporting understanding of the natural sciences and engineering.

• The crosscutting concepts, when made explicit for students, contribute to their understanding of a coherent and scientifically-based view of the world.

• Crosscutting concepts have utility for instruction.Framework page 4-1

Dimension 2: Crosscutting Concepts

How Do Students Learn These Concepts?

1. Crosscutting concepts (CCC) are fundamental to an understanding of science, yet students are often expected to develop this knowledge without any explicit instructional support.

2. The vision of the framework is for “The Standards” to be written as an intersection of the three dimensions, with crosscutting concepts being an integral component to the other dimensions.

3. Students should have the crosscutting concepts as common and familiar touchstones across the disciplines and grade-levels.

Dimension 2: Crosscutting Concepts

How Do Students Learn These Concepts?

4. Explicit development of the crosscutting concepts in multiple disciplinary contexts can help students develop an understanding of science and engineering as coherent, cumulative, and versatile.

5. The utility of students’ science knowledge depends upon their ability to use science to explain novel phenomena.

Dimension 2: Crosscutting Concepts

1. Patterns

2. Cause and Effect

3. Scale, Proportion and Quantity

4. Systems and System Models

5. Energy & Matter: Flows, Cycles, Conservation

6. Structure and Function

7. Stability and Change

Dimension 2: Crosscutting Concepts

Organized into Four Domains

• Physical Science

• Life Sciences

• Earth & Space Sciences•

• Engineering, Technology and the Applications of Science

Dimension 3: Disciplinary Core Ideas

• Broad Explanatory Power

• Each Core Idea is introduced with a question and has description of what students should understand by end Grade 12

• Followed by “Grade Band End Points” (suggestive of Learning Progressions)

• Engineering has new emphasis

• More Ocean, Climate and Earth Systems Science

Dimension 3: Disciplinary Core Ideas

From Framework to Standards

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Practices

Core Ideas

Cross-cutting

Concepts

Standards

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Next Generation Science Standards (NGSS)

The National Science Framework was release on July 17, 2011.

Expected completion of the New Generation of National Science Standards by Achieve is December, 2012 .

Precision review of the Science GPS will be conducted in the Spring-Summer of 2013.

Tentative date to submit revised Science GPS for adoption by the Georgia Board of Education in the Summer of 2013.

Professional Development for teachers on the revised Science GPS in the 2013-2014 and 2014-2015 school years.

First year of implementation of the revised Science GPS in the 2015-2016 school year .

Assessments will be aligned accordingly at this time. New assessments on 2015-2016 school year.

GEORGIA TENTATIVE TIMELINE!