As part of a national effort to produce 鈥渘ext generation鈥� science standards for K-12 education, a panel of experts convened by the National Research Council yesterday issued a draft of a conceptual framework designed to guide the standards and 鈥渕ove science education toward a more coherent vision.鈥�
One key goal of the effort is to focus science instruction on a more limited number of core ideas that students can learn in greater depth.
鈥淭he growing national consensus around the need for 鈥榝ewer, higher, clearer鈥� [standards] is central to this effort,鈥� declares. 鈥淭here is widespread recognition that too often standards are long lists of detailed and disconnected facts, reinforcing the criticism that the U.S. science curriculum tends to be 鈥榓 mile wide and an inch deep.鈥欌��
At the same time, two other overarching priorities of the document are to embrace science learning as an 鈥渙ngoing developmental progression鈥� that enables students to continually build on and revise their knowledge and abilities, and to emphasize that learning about science and engineering involves the integration of content knowledge with the practices needed to engage in scientific inquiry and engineering design.
The congressionally chartered National Research Council is gathering public input on the framework until Aug. 2, with the final document expected out in early 2011.
鈥淚t is a draft that we are putting out for public input, and we are genuinely looking for feedback from educators and scientists and business people and the general public on what they think of the direction the committee has taken to date,鈥� said Thomas E. Keller, a senior program officer at the NRC.
Organizers say they hope the initiative will play an important role in reshaping state science standards. The effort, however, is entirely separate from the recently completed work to develop in mathematics and English/language arts. (鈥淪tate Adoption of Common Standards Steam Ahead,鈥� July 9, 2010.)
Once the framework is finalized, Achieve, a Washington-based group formed by governors and business leaders, will take the lead on developing the standards, in collaboration with states and other interested stakeholders. The standards are expected to be finalized late next year.
Engineering and Technology
The new science initiative comes nearly 15 years after the NRC first issued a set of national science education standards. Separately, in 1993, the American Association for the Advancement of Science published its 鈥淏enchmarks for Science Literacy.鈥� Both documents, which experts say have a lot in common, are seen as having significantly influenced state standards in science. At the same time, the documents have encountered criticism, including the complaint that they contain too many learning objectives for students.
The 18-member NRC panel, which includes experts in the science disciplines and education, first met in January to develop the framework for new science standards. (鈥淲ork Begins on 鈥楴ext Generation鈥� of Science Standards,鈥� Feb. 10, 2010.)
The draft presents a 鈥渧ision of the scope and nature of the education in science and engineering that is needed in the 21st century,鈥� the panel explains in the introduction. The framework describes the 鈥渕ajor scientific ideas and practices that all students should be familiar with by the end of high school.鈥�
It also includes a strong emphasis on engineering and technology.
鈥淓ngineering and technology are featured alongside the natural sciences in recognition of the importance of understanding the designed world and the need to better integrate the teaching and learning of science, technology, engineering, and mathematics,鈥� the document says.
In an interview, Brian J. Reiser, a member of the framework panel, emphasized the need to ensure students move beyond simply acquiring scientific knowledge.
鈥淪cience isn鈥檛 just about learning facts, it鈥檚 not just about learning the ideas, it鈥檚 using those ideas,鈥� said Mr. Reiser, who is a professor of learning sciences in the school of education and social policy at Northwestern University, in Evanston, Ill.
Four Major Areas
The framework organizes disciplinary ideas in four major areas: life sciences, earth and space sciences, physical sciences, and engineering and technology.
Mr. Reiser said the committee worked hard to stay true to the notion of focusing on a limited number of core ideas.
鈥淲e feel confident that we鈥檝e converged on some important ideas, but this is a draft,鈥� he said, 鈥渁nd we鈥檙e eager to see what people think.鈥�
Andr茅s Henr铆quez, a program officer at the Carnegie Corporation of New York, which is providing funding for both the development of the framework and the standards, said he鈥檚 hopeful that the effort will ensure that students are better prepared in the STEM fields of science, technology, engineering, and mathematics.
鈥淧art of it is our feeling that there has to be a whole lot more young people who are STEM-capable than we鈥檝e ever had in the past,鈥� he said.
(The Carnegie Corporation provides grant support to 91制片厂视频 Week.)
Francis Eberle, the executive director of the National Science Teachers Association in Arlington, Va., said it鈥檚 high time to develop new national science standards, given advances both in science itself and in the understanding of how students learn about the subject.
鈥淲e should be revising these on a regular basis,鈥� he said.
