lead to improvements in K-12 science education unless the other components of the system—curriculum, instruction, professional development, and assessment—change so that they are aligned with the framework’s vision. Thus the framework and standards are necessary but not sufficient to support the desired improvements. In Chapter 10, we address some of the challenges inherent in achieving such alignment.
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1 A New Conceptual Framework ."
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas . Washington, DC: The National Academies Press,
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