Next Generation Science Standards

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Next Generation Science Standards
Juan-Carlos Aguilar Science Program
Manager Georgia Department of Education
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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
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Work Taking Place

• 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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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.

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Lead States and NGSS Writing Team
Writing Team Only
Lead State Partner Only
Writing Team and Lead State Partner
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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
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Tools

• Letter to support development of the
  Implementation Teams
• One page vision messages (customized for each
  audience)
• Contains rationale for the Framework
• Focus on the vision for science education and
  describes the goals
• Emphasizes the research to support the Framework
• Describes the process that led to the Framework
  and to the Standards
• Explains the merging of the three dimensions
• Provides a clear rationale for why science is
  important for all students
• Power-Points for Awareness
• 30 minute version for briefings
• 2 hr version for meetings
• Professional development tools one for teachers,
  one for leadership groups
• 2 day professional development PPT
• Activities to engage participants in
  understanding the framework dimensions
• Videos of what it looks like in the classroom
• Web Site
• Public service announcements/messages

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System of Science Education
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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 Natl Science Education Standards,
  Benchmarks for Science Literacy
• Weve learned a lot about learning and teaching
  of science
• There have been advances in scientific knowledge

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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.

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Increasing Knowledge Base on Learning the Ideas
of Science
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Reports that Shape Where We Find Ourselves Today
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Framework Goals

• The Framework is motivated in part by a growing
  national consensus around the need for greater
  coherencethat is, a sense of unityin 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

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Goals for Science Education

• The Frameworks vision takes into account two
  major goals for K-12 science education
• Educating all students in science and
  engineering.
• 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 taskwhat 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

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Goals for Science Education

• Science Education
• All 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 elementsknowledge and practiceare
  essential.
• Value and use science as a process of obtaining
  knowledge based upon observable evidence.
• CCSS Literacy
• All 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

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Framework for K-12 Science Education Notable
Features Content

• 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!

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The New NRC Framework for K-12 Science Education

• Dimension 1 Scientific and Engineering Practices
• Dimension 2 Crosscutting Concepts
• Dimension 3 Disciplinary Core Ideas

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Dimension 1 Scientific Engineering Practices
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.
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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
sciencea single scientific methodor 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.
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Practices Knowledge and Skills
Dimension 1 Scientific Engineering Practices

• 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

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Practices Knowledge and Skills
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?

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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
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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
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What are Crosscutting Concepts?
Dimension 2 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

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How Do Students Learn These Concepts?
Dimension 2 Crosscutting Concepts

• Crosscutting concepts (CCC) are fundamental to an
  understanding of science, yet students are often
  expected to develop this knowledge without any
  explicit instructional support.
• 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.
• Students should have the crosscutting concepts as
  common and familiar touchstones across the
  disciplines and grade-levels.

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How Do Students Learn These Concepts?
Dimension 2 Crosscutting Concepts

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

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Dimension 2 Crosscutting Concepts

• Patterns
• Cause and Effect
• Scale, Proportion and Quantity
• Systems and System Models
• Energy Matter Flows, Cycles, Conservation
• Structure and Function
• Stability and Change

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Dimension 3 Disciplinary Core Ideas

• Organized into Four Domains
• Physical Science
• Life Sciences
• Earth Space Sciences
• Engineering, Technology and the Applications of
  Science

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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

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From Framework to Standards
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Next Generation Science Standards (NGSS)
GEORGIA TENTATIVE TIMELINE!

• 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.