Science and Engineering for Grades 6-12: Investigation and Design at the Center
This report released in November 2018 from the Board on Science Education and the National Academy of Engineering Education, shows that one effective way to help students learn is to engage them in science investigation and engineering design by asking questions, collecting and analyzing data, and using this evidence to better understand the natural and built world. Science investigation and engineering design are heavily emphasized in A Framework for K-12 Science Education and the Next Generation Science Standards, which are now guiding the science education of many U.S. students. But this entails a dramatic shift from the traditional classroom dynamic, and teachers will need support and guidance as they implement this approach. The report describes evidence-based ways that teaching and learning can shift toward science investigations and engineering design to help realize this new vision in the classroom. The report provides guidance for teachers, administrators, providers of professional development, and creators of instructional materials on how to support students and teachers as they learn and instruct in this way.
Sponsors: The Amgen Foundation and The Carnegie Corporation of New York
English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives(2018) Released in October 2018, this publication from the Board on Science Education and the Board on Children, Youth, and Families calls for a shift in how science, technology, engineering, and mathematics (STEM) subjects are taught to students in grades preK-12 who are learning English. The report recommends strategies for instruction in the classroom, requisite tools educators need, and ways for building capacity in schools and districts so that English learners have opportunities to develop proficiency in both STEM subjects and language.
Science Teacher's Learning: Enhancing Opportunities, Creating Supportive Context(2015) This report reviews research on science investigations and engineering design problems for middle and high school students and explores promising models of innovative investigations and experiences both inside and outside the classroom. Through published research, this report provides ideas for teaching and learning, and incorporates the new vision for science education embodied in the Framework and the NGSS. The resulting report will provide guidance for designing science investigations and engineering design problems for middle and high school students that align with this vision.
Guide to Implementing the Next Generation Science Standards(2015) Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. Developing Assessments for the Next Generation Science Standards (2014) Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). This report recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
America's Lab Report: Investigations in High School Science (2006) With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculumï¿½and how that can be accomplished.
Public Event (information forthcoming): Washington, DC - NAS Building February 12, 2019
The Nature of the Teacher's Role in Supporting Student Investigations in Middle and High School Science Classrooms: Creating and Participating in a Community of Practice Matthew Kloser, University of Notre Dame Read Now
Data Use by Middle and Secondary Students in the Digital Age: A Status Report and Future Prospects Victor R. Lee and Michelle H. Wilkerson Utah State University, University of California-Berkeley Read Now
A Summary of Inclusive Pedagogies for Science Education Felicia Moore Mensah and Kristen Larson, Teachers College, Columbia University Read Now
The Role of Interest and Motivation in Science Investigation and Engineering Design Instruction Joseph E. Michaelis, University of Wisconsin Read Now
Engineering Approaches to Problem Solving and Design in Secondary School Science: Teachers as Design Coaches Senay Purzer, Purdue University Read Now
Designing NGSS-Aligned Curriculum Materials William R. Penuel and Brian J. Reiser, University of Colorado, Boulder, Northwestern University Read Now
Brett Moulding(Co-Chair), Partnership for Effective Science Teaching and Learning Nancy Songer (Co-Chair), Drexel University Juan-Carlos Aguilar, Georgia Department of Education Anne E. Egger, Central Washington University Erin Furtak, University of Colorado Boulder Kenneth L. Huff, Mill Middle School Joseph Krajcik, Michigan State University Michael Lach, UChicago STEM Education, University of Chicago Ronald Latanision, Exponent Mitchell Nathan, University of Wisconsin-Madison Eileen Parsons, University of North Carolina, Chapel Hill Cynthia Passmore, University of California, Davis Helen Quinn, Stanford University Andrea Tracy, Lawton High School
Kerry Brenner, Study Director Greg Pearson, Scholar Amy Stephens, Program Officer Tiffany Taylor, Research Associate Jessica Covington, Senior Program Assistant (since January 2018) Coreetha Entzminger, Program Assistant (until November 2017) Heidi Schweingruber, Director, BOSE
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