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A Framework for K-12 Science Education:Overview and Examples of InstructionBased on the FrameworkJoseph KrajcikMichigan State UniversityCREATE for STEM InstituteMarch 21, 2013Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

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What Questions do you have regardingNGSS? Write down what you knowabout NGSS. What questions do you haveregarding NGSS? Writethem down.Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Science for All Students Science, engineering and technology are culturalachievements and a shared good of humankind Science, engineering and technology permeatemodern life and as such is essential at theindividual level Understanding of science and engineering iscritical to participation in public policy and gooddecision-making National needInstitute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

The Shoebox – an illustrative exampleLook into the round hole,what do you see?Now open the side panel,what do you see now?Why is that?Working with a partner, draw apicture that shows why youcan see the object in shoeboxafter opening the side panel.Fortus, D., Grueber, D., Nordine, J. C., Rozelle, J., Schwarz, C. V., & Weizman, A. (2012).Seeing the light: Can we believe our eyes? In J. S. Krajcik, B. J. Reiser, L. M. Sutherland &D. Fortus (Eds.), Investigating and Questioning our World through Science and Technology(IQWST). New York: Sangari Science.Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Debrief the Shoebox Activity What did I have you do? I could have said: “Construct a model to explainwhy you can see the object in the shoebox.”Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

The NRC Framework and NGSS1.2.3.4.What is new?Organized around coreexplanatory ideasCoherence: building andapplying ideas acrosstimeCentral role of scientificpracticesUse of crosscuttingconceptsInstitute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Organized around core ideas Fewer, clearer, higher “Many existing national, state, and local standards andassessments, as well as the typical curricula in use in theUS, contain too many disconnected topics given equalpriority.” (NRC, 2009) Standards and curriculum materials should be focusedon a limited number of core ideas. Allows learners to develop understanding that can beused to solve problems and explain phenomena.Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

A core idea in K-12 science Disciplinary significance– Has broad importance across multiple science orengineering disciplines, a key organizing concept of asingle discipline Explanatory Power– Can be used to explain a host of phenomena Generative– Provides a key tool for understanding or investigatingmore complex ideas and solving problems Relevant to peoples’ lives:– Relates to the interests and life experiences ofstudents, connected to societal or personal concerns Usable from K to 12– Is teachable and learnable over multiple grades atincreasing levels of depth and sophistication

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Disciplinary Core Ideas:Earth and Space Sciences ESS1 Earth’s place in the universe ESS2 Earth’s systems ESS3 Earth and human activityInstitute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Disciplinary Core Ideas: Engineering ETS1Engineering design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2 Links among engineering, technology,science and society ETS2.A: Interdependence of Science, Engineering, andTechnology ETS2.B: Influence of Engineering, Technology, andScience on Society and the Natural WorldInstitute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Value of Using Core IdeasAllows time for: Deep exploration of important concepts andprinciples, Develop integrated understanding, Practice of science and engineering, Reflect on the nature of science and scientificknowledge.Provides a more coherent way for science todevelop across grades K-12.Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Crosscutting ConceptsIdeas the cut across and important to all thescience disciplines1. Patterns2. Cause and effect3. Scale, proportion and quantity4. Systems and system models5. Energy and matter6. Structure and function7. Stability and changeInstitute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Content (scientific ideas) is not enough! Understanding content is inextricably linked toengaging in practices. Simply “consuming”information leads to declarative, isolated ideas. Science is both a body of knowledge and theprocess that develops and refines that body ofknowledge. Understanding both the ideas andprocess is essential for progress in science. The learning of science is similar: studentscannot learn one without the other.Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

81(' HT1%# *%: C( ''2( C%N2#1H1'0%The multiple ways of knowing and doing that scientists andengineers use to study the natural world and design world.-.%Q0E( C%a4'0H 0%# *%*'T ( C% 2 3)'A0%b.%X0( C%A# "'A#H10%# *%1 A 4 #H #)% "( E( C%9.%/'@') ( C%# *%40( C%A *')0%c.%/'@') ( C%'; )# #H 0%# *%*'0(C ( C%0 )4H 0%J.%N)# ( C%# *%1#22,( C% 4 %( @'0HC#H 0%# *%*'0(C %0 )4H 0%d.%: C#C( C%( %#2C4A' %52 A%'@(*' 1'%V.%Q #),[( C%# *%( '2 2'H C%*# #%e.%Y3 #( ( CZ%'@#)4#H CZ%# *%1 AA4 (1#H C%( 5 2A#H %Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Scientific and Engineering PracticesThe practices work together – they are not separated!-.%Q0E( C%a4'0H 0%# *%*'T ( C% 2 3)'A0%b.%X0( C%A# "'A#H10%# *%1 A 4 #H #)% "( E( C%9.%/'@') ( C%# *%40( C%A *')0%c.%/'@') ( C%'; )# #H 0%# *%*'0(C ( C%0 )4H 0%J.%N)# ( C%# *%1#22,( C% 4 %( @'0HC#H 0%d.%: C#C( C%( %#2C4A' %52 A%'@(*' 1'%V.%Q #),[( C%# *%( '2 2'H C%*# #%e.%Y3 #( ( CZ%'@#)4#H CZ%# *%1 AA4 (1#H C%( 5 2A#H %Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Implications for curriculum materialsand instructionK2 0014f C% Not separate treatmentof “content” and “inquiry” Curriculum materials andclassroom instructionneed to more thanpresent and assessscientific ideas – theyneed to involve learnersin using scientificpractices to develop andapply the scientific ideas.K 1' 0%N2#1H1'0%K 2'%%L*'#0%Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Standards integrate core ideas,crosscutting ideas, & practices “Standards should emphasize all three dimensions articulated inthe framework—not only crosscutting concepts and disciplinarycore ideas but also scientific and engineering practices.” (NRC2011, Rec 4) “Standards should include performance expectations that integratethe scientific and engineering practices with the crosscuttingconcepts and disciplinary core ideas. These expectations shouldrequire that students demonstrate knowledge-in-use and includecriteria for identifying successful performance.” (NRC 2011, Rec 5).Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

1,&-2' #3&,*),4-'5&#&63&5 -2)'7#*,)4#5),(&-#9#3,-525 #5,)775:;' #1)'5&3 #Practice:Developingand usingmodelsCore idea PS4.B:ElectromagneticRadiation -- An objectcan be seen when lightreflected from its surfaceenters the eyes.%Performance expectation MS-PS3:Develop models to represent that you cansee an object when light reflects off thesurface of an objects and enters your eye.CrosscuttingConcept:Cause andEffect

Light Unit in a real classroom

Learning develops over time More expert knowledge is structured aroundconceptual frameworks Guide how they solve problems, make observations, and organizedand structure new information Learning continuously builds overtime Learning difficult ideas takes time and often cometogether as students work on a task that forces themto synthesize ideas Learning is facilitated when new and existingknowledge is structured around the core ideas Developing understanding is dependent oninstructionInstitute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM