Why new science standards? Why now?

Laura HenriquesScience Education, CSULB

laura.henriques@csulb.eduWhy new science standards? Why now?

Standards DevelopmentOur last science standards were adopted in 1998We know more about how people learnEmphasis has shifted, new advances

http://www.nextgenscience.org/Standards DevelopmentOrganized by Achieve, Inc. but led by the states. California was one of 26 Lead StatesMultiple rounds of input on public and private drafts over an 18 month periodState Review Team and Science Expert Panels convened to provide input and recommendations to State Superintendent of Public Instruction Tom TorlaksonShifts From Old to New StandardsA marriage between the doing of science and the knowing of scienceArchitecture is differentWritten in terms of how students will be assessed (Performance Expectations)Three Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

Asking questions (science) and defining problems (engineering)Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting data

Using mathematics and computational thinkingConstructing explanations (science) and designing solutions (engineering)Engaging in argument from evidenceObtaining, evaluating, and communicating information

For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.15Dimension 1Science & Engineering Practices6Dimension 2Crosscutting Concepts7 Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change 7Dimension 3 Disciplinary Core IdeasPhysical SciencesMatter and Its InteractionsMotion and StabilityEnergy Waves and Their Applications

Life SciencesFrom Molecules to Organisms: Structures and ProcessesEcosystems: Interactions, Energy, and DynamicsHeredity: Inheritance and Variation of TraitsBiological Evolution: Unity and Diversity

Earth & Space SciencesEarths Place in the Universe Earth Systems Earth and Human Activity

8Moving from Current CA standards to NGSS-CA*Less emphasis on:More emphasis on:Discrete FactsConceptual understanding with a focus on depth over breadthIsolated investigation and experimentation process skillsIntegration of science and engineering practices with contentStudent acquisition of informationStudent understanding and use of scientific knowledge within and across science disciplines, and science and engineering practicesNumerous StandardsLimited number of disciplinary Core Ideas and Cross Cutting Concepts that unify the study of science and engineeringUneven articulation throughout grade levelsLearning progressions that develop K-12*Presentation to the State Board of Education, July 10, 201399Moving from Current CA standards to NGSS-CA*Less emphasis on:More emphasis on:No EngineeringEngineering standards and practices that all students should encounterAssessing science knowledgeAssessing scientific understanding and reasoning specified by the performance expectationsLimited correlation with other subjectsCorrelation with CCSS ELA and MathematicsLimited integration of science disciplines in middle schoolIntegration of science disciplines in middle school*Presentation to the State Board of Education, July 10, 20131010Performance ExpectationsFoundation BoxesConnection Boxes

Architecture of a StandardCalifornia proposed 7th grade standard111998 CA Standards vs. NGSS1998 CA Kindergarten Life Science & Earth ScienceNGSS KindergartenEarth & Space ScienceStudents know how to observe and describe similarities and differences in the appearance and behavior of plants and animals

Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (K-ESS3-1.)12121998 CA Standards vs. NGSS1998 CA 7th Grade Life ScienceNGSS Middle SchoolLife Science Students know the function of the Umbilicus and placenta during pregnancy

Students know how bones and muscles work together to provide a structural framework for movement. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1-3.)13131998 CA Standards vs. NGSS1998 CA High School ChemistryNGSS High SchoolPhysical Science Students know how reaction rates depend on such factors as concentration, temperature, and pressure.Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.(HS-PS1-5.)1414Californias TimelineSeptember 4, 2013 State Board of Education adopted NGSSNovember 6, 2013 SBE adopted an integrated model as the preferred approach for middle school (a discipline focus model approved as an alternative)Jan-Feb 2014 Science Framework Focus Groups and Public CommentApril 2014 deadline to apply to serve on Framework CommitteeJuly 2014 Science Framework Development Begins2014 Science Assessment Stakeholder meetings2016 anticipated adoptions of California Science Framework2015-16 (more likely 2016-17) implementation of NGSS in schools2016-17 Instructional Materials Adoption Process

Where to get more informationNGSS website: www.nextgenscience.org/ CSTA website: www.cascience.org/csta/ngss.asp Consider joining the NGSS listserv hosted by CED or the NGSS Blog on the CSTA websiteCheck out the CSTA calendar of events to find NGSS review workshopsNSTAs NGSS website www.nsta.org/about/standardsupdate/default.aspx Framework available as PDF or for purchase www.nap.edu/catalog.php?record_id=13165 CED Workshops at the CSTA Conference:http://www.cascience.org/csta/pdf/ConferenceHandouts/2013/Boyd_Framework.pdf (Framework Timeline)http://www.cascience.org/csta/pdf/ConferenceHandouts/2013/Lafontaine_NGSSTheBasics.pdf (NGSS Basics)16