asking questions and, 54, 75, 76

assessment of skills in, 262

data analysis and interpretation and, 63

in engineering, 53, 54, 57, 75, 77, 206, 207, 208

goals, 75-76

graphical and pictorial representations, 51, 58, 61, 62, 63, 65, 66, 74, 76, 77, 93, 206

importance of skills in, 43, 208, 250

learning progressions, 76-77

mathematics and, 64, 74, 206

with models and computer simulations, 34, 45-46, 56, 57, 58, 63, 66, 77, 90, 92, 198, 206, 207, 208, 210, 252

oral, 75, 76, 77, 93

and pattern recognition, 65, 66, 86, 133, 183

in science, 53, 54, 57, 74-75, 77

statistical analysis, 14, 15, 51, 61, 63, 65, 66

tables, 61, 62, 63, 76, 77

teacher proficiency, 256-259

technology and, 75

venues for, 75

written, 74-75, 76, 77

Communication systems and devices, 136, 137, 202, 210, 214, 263, 342

Computer-Based Assessment of Science (CBAS), 263

Computer science, 10, 14-15, 299, 334, 336

Computer Science Teachers Association, 344

Computer simulations, 45-46, 56, 57, 58, 66, 92, 198, 210

Concepts of evidence (see Procedural knowledge)

Conservation of matter and energy, 84, 86, 94-96, 106, 108, 109, 110-111, 112, 120-121, 123, 124-126, 128, 148, 153, 154, 175, 222, 223, 226, 228, 230, 233-234, 236, 238

Constructing explanations

and argument from evidence, 68, 73, 251

cause-and-effect mechanisms, 67, 69-70, 86

data analysis and interpretation, 68

goals, 69

hypothesis formulation and testing, 43, 44, 45, 59, 60, 61, 62, 67, 76, 78, 79, 84, 87, 139

learning progressions, 69-70

modeling theories, 67, 68, 70, 79

Content knowledge, practices integrated with, 11, 78

Context for improving science education, 1, 7

Convection, 123, 124, 126, 179, 181, 182, 237

Core ideas (see Disciplinary core ideas)

Council of Chief State School Officers, 19

Council of Elementary Science International, 344

Council of State Science Supervisors, 18, 331, 344

Course structure, 12

Crosscutting concepts, 3 (see also Cause-and-effect mechanisms; Energy; Matter and energy; Patterns and pattern recognition; Scale, proportion, or quantity; Stability and change; Structure and function; Systems and system models)

importance, 83

interconnections with core disciplinary ideas, 30, 101

public feedback on, 341

research base, 30, 84

Cultural issues, 28 (see also Equity in education)

ecosystem knowledge, 307

storytelling and arguments from evidence, 29, 285-286, 287

Curriculum and instructional materials

framework impact on, 2, 321

implementation of framework, 246-249

important aspects, 247-249

integrating dimensions into, 2, 219, 230-240, 247, 338-339

research and development agenda, 316-317

standards and, 2, 321

D

Data analysis and interpretation

communicating findings, 63

constructing explanations, 68

engineering design, 51, 53, 62

goals, 62-63

learning progressions, 63

mathematical representation, 65-66, 91

organizing data, 61, 62

pattern recognition and, 51, 61, 62, 63, 65, 66, 94, 131, 197

science, 61

tools, 62

Databases and data sets, 62, 66

Designing solutions, 49 (see also Engineering design)

Development of framework (see also Public feedback on report; Vision for K-12 science and engineering education)

approach, 15-18



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