and can do. Such initial ideas may be more or less cohesive and sometimes may be incorrect. However, some of children’s early intuitions about the world can be used as a foundation to build remarkable understanding, even in the earliest grades. Indeed, both building on and refining prior conceptions (which can include misconceptions) are important in teaching science at any grade level. The implication of these findings for the framework is that building progressively more sophisticated explanations of natural phenomena is central throughout grades K-5, as opposed to focusing only on description in the early grades and leaving explanation to the later grades. Similarly, students can engage in scientific and engineering practices beginning in the early grades.
Focusing on Core Ideas and Practices
The framework focuses on a limited set of core ideas in order to avoid the coverage of multiple disconnected topics—the oft-mentioned mile wide and inch deep. This focus allows for deep exploration of important concepts, as well as time for students to develop meaningful understanding, to actually practice science and engineering, and to reflect on their nature. It also results in a science education that extends in a more coherent way across grades K-12.
The core ideas also can provide an organizational structure for the acquisition of new knowledge. Understanding the core ideas and engaging in the scientific and engineering practices helps to prepare students for broader understanding, and deeper levels of scientific and engineering investigation, later on—in high school, college, and beyond. One rationale for organizing content around core ideas comes from studies comparing experts and novices in any field. Experts understand the core principles and theoretical constructs of their field, and they use them to make sense of new information or tackle novel problems. Novices, in contrast, tend to hold disconnected and even contradictory bits of knowledge as isolated facts and struggle to find a way to organize and integrate them . The assumption, then, is that helping students learn the core ideas through engaging in scientific and engineering practices will enable them to become less like novices and more like experts.
Importantly, this approach will also help students build the capacity to develop more flexible and coherent—that is, wide-ranging—understanding of science. Research on learning shows that supporting development of this kind of understanding is challenging, but it is aided by explicit instructional support that stresses connections across different activities and learning experiences.