Framework for New K-12 Science Education Standards

1. Framework for New K-12 Science Education Standards Helen Quinn, Chair Board on Science Education Framework Study Committee

2. The National Academies A non-governmental organization (NGO) Founded in 1863 Service to the nation as our dominant purpose NAS is not a federal governmental agency. Its goals are to bring together committees of experts in all areas of scientific and technological endeavor and to address critical national issues and give advice to the federal government and the public Work based on the preeminent science and engineering experts and evidenceNAS is not a federal governmental agency. Its goals are to bring together committees of experts in all areas of scientific and technological endeavor and to address critical national issues and give advice to the federal government and the public Work based on the preeminent science and engineering experts and evidence

3. Framework: frames what is important to be learned, some grade band endpoints suggested. Standards: elaboration into K-12 learning expectations (next task - Achieve) Framework does not equal standards; framework precedes standards Framework does not equal standards; framework precedes standards

4. Why now? The opportunity Common Core State Standards in Mathematics and English Language Arts - so why not science Race to the Top (STEM invited priority, assessment consortia) >15 years since NSES and Benchmarks These state-led, national and federal efforts have converged on bringing coherence to the system by starting with agreed upon standards These state-led, national and federal efforts have converged on bringing coherence to the system by starting with agreed upon standards

5. Why NRC? The opportunity Convene experts in science and science education Process for consensus studies Build on prior work - of NRC and others e.g. NSTA (Anchors), AAAS (Benchmarks, Maps) These state-led, national and federal efforts have converged on bringing coherence to the system by starting with agreed upon standards These state-led, national and federal efforts have converged on bringing coherence to the system by starting with agreed upon standards

6.  SomeStudies from BOSE-NRC

7. Major components of the Framework Vision of high quality science education 3D: Cross-cutting concepts, practices, and core disciplinary ideas Discussion of implementation issues Suggestions for research and development Vision of high quality science education for all 3 Dimensions Additional chapters to provide supportive information Vision of high quality science education for all 3 Dimensions Additional chapters to provide supportive information

8. What is the Framework’s vision? “The Framework is designed to help realize a vision for science and engineering education in which students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school.” July draft, pg 6-1 emphasis added …science and engineering education… …students actively engage in science and engineering practices… …science and engineering education… …students actively engage in science and engineering practices…

9. Three dimensions Cross-cutting concepts Scientific and engineering practices Core disciplinary ideas (PS, LS, ESS, ETAS) What do these look like when integrated?

10. Criteria for Core Ideas and Practices – as per July draft Broad importance Key tool Relates to student/connected to societal concerns Teachable and learnable over multiple grades Has broad importance across multiple science and/or engineering disciplines and/or is a key organizing concept for a single discipline. Provides a key tool for understanding or investigating more complex ideas and solving problems Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge Is teachable and learnable over multiple grades at increasing levels of sophistication and depthHas broad importance across multiple science and/or engineering disciplines and/or is a key organizing concept for a single discipline. Provides a key tool for understanding or investigating more complex ideas and solving problems Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge Is teachable and learnable over multiple grades at increasing levels of sophistication and depth

11. What value does this provide to the community? A specific vision 3 Dimensions concept Inquiry as a set of practices A common starting point for standards, curricula and assessments

12. What are the implications for: Standards? Curriculum? Instruction? Teacher professional Development? Asessment? Research and Development?

13. What are the implications for: K-12 students? Equity? All students Will depend on all of the above, and all of you, not just the Framework.

14. BOSE Project Staff Heidi Schweingruber, Deputy Director, Project Co-director Tom Keller, Sr Program Officer, Project Co-director Michael Feder, Sr Program Officer Natalie Nielsen, Sr Program Officer Sherrie Forrest, Research Associate Rebecca Krone, Program Associate

15. Ways to keep updated on Conceptual Framework BOSE website http://nas.edu/BOSE or e-mail tkeller@nas.edu