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 part of recent lifestyles and carry the main to assembly a lot of humanity's such a lot urgent demanding situations, either current and destiny. to handle the severe problems with U.S. competitiveness and to raised arrange the group, Framework for K-12 technological know-how Education proposes a brand new method of K-12 technology schooling that may trap scholars' curiosity and supply them with the mandatory foundational wisdom within the field.
Framework for K-12 technology Education outlines a huge 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 technological know-how schooling and, as a consequence, revisions to curriculum, guide, evaluation, improvement for educators. This publication identifies 3 dimensions that show the disciplinary center principles and practices round which technology and engineering schooling in those grades may be outfitted. those 3 dimensions are: cross-cutting innovations that unify the learn of technological know-how and engineering via their universal software throughout those fields; clinical and engineering practices; and middle principles in 4 disciplinary parts: actual sciences, existence sciences, earth and area sciences, and engineering, know-how, and the purposes of technology. The overarching target 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 details; and feature the talents to go into the careers in their choice.
Framework for K-12 technology Education is step one in a approach that may tell state-level judgements and supply a research-grounded foundation for bettering technology instructing and studying around the kingdom. The booklet will advisor criteria builders, curriculum designers, review builders, instructor educators, country and district technology directors, academics, and educators who paintings in casual technological know-how environments.
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"James Altschuld, David Kumar, and their bankruptcy authors have produced an upbeat, provocative, visionary, and precious quantity on academic overview. Of targeted application is its grounding in matters and practices with regards to reviews of technology and expertise schooling. The publication may still charm and be helpful to quite a lot of folks fascinated with reviews of academic coverage, courses, and (less so) technology lecturers.
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Extra info for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
And Fan, X. (2006). Planning early for careers in science. Science, 312(5,777), 1,143-1,144. 30. , and Duckworth, D. (1975). Pupils’ Attitudes to Science. Atlantic Highlands, NJ: Humanities Press. 31. E. E. (2005). Effects of experience on relational inferences on children: The case of folk biology. G. Bara, L. Barsalou, and M. Bucciarelli (Eds). Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 471-475). Mahwah, NJ: Lawrence Erlbaum Associates. 32. , and Atran, S.
PREPUBLICATION COPY---Uncorrected Proofs Copyright © National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Chapter 2: Assumptions Guiding the Framework 34. 2-12 Hudicourt-Barnes, J. (2001). Bay odyans: Argumentation in Haitian Creole classrooms. , 24(2), 7-9. PREPUBLICATION COPY---Uncorrected Proofs Copyright © National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Part II Dimensions of the Framework Copyright © National Academy of Sciences.
Conceptual models, the focus of this section, are, in contrast, explicit representations that are in some ways analogous to the phenomena they represent. Conceptual models allow scientists and engineers to better visualize and understand a phenomenon under investigation or develop a possible solution to a design problem. Used in science and engineering as either structural, functional, or behavioral analogs, albeit simplified, models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations.