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Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
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D

DESIGN TEAM MEMBERS

PHYSICAL SCIENCES

Lead

Joseph Krajcik, University of Michigan, Ann Arbor

Joseph Krajcik is professor of science education and associate dean for research in the School of Education at the University of Michigan. He co-directs the Center for Highly Interactive Classrooms, Curriculum, and Computing in Education at the University of Michigan and is a co-principal investigator in the Center for Curriculum Materials in Science and the National Center for Learning and Teaching Nanoscale Science and Engineering. He has authored or co-authored many manuscripts and makes frequent presentations at international, national, and regional conferences. He is a fellow of the American Association for the Advancement of Science and served as president of the National Association for Research in Science Teaching in 1999. Krajcik taught high school chemistry before obtaining a Ph.D. in science education from the University of Iowa and has been a guest professor at the Beijing Normal University in China as well as the Weston visiting professor of science education at the Weizmann Institute of Science in Israel.

Members

Shawn Stevens, University of Michigan, Ann Arbor

Sophia Gershman, Princeton Plasma Physics Lab, Princeton, NJ, and Watchung Hills Regional High School, Warren, NJ

Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
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Arthur Eisenkraft, University of Massachusetts, Boston

Angelica Stacy, University of California, Berkeley

LIFE SCIENCES

Lead

Rodger Bybee, Biological Sciences Curriculum Study, Colorado Springs Roger Bybee served as executive director of Biological Sciences Curriculum Study (BSCS) from 1999 to 2007. He also served as chair of both the science forum and the science expert group for the 2006 Programme for International Student Assessment (PISA). In addition, he worked on the 1999 Trends in International Mathematics and Science Study science lesson video study. His major areas of work have included scientific literacy, scientific inquiry, the design and development of school science curricula, the role of policy in science education, and work on international assessments, in particular PISA. He recently retired from BSCS but continues consulting and publishing on policies, programs, and practices for science education at local, national, and international levels. He has a Ph.D. from New York University and M.A. and B.A. degrees from the University of Northern Colorado.

Members

Bruce Fuchs, National Institutes of Health, Bethesda, MD

Kathy Comfort, WestEd, San Francisco

Danine Ezell, San Diego County Office of Education

EARTH AND SPACE SCIENCES

Lead

Michael Wysession, Washington University, St. Louis

Michael Wysession is associate professor of earth and planetary sciences at Washington University in St. Louis. An established leader in seismology and geophysical education, he is noted for his development of a new way to create three-dimensional images of Earth’s interior from seismic waves. These images have provided scientists with insights into the makeup of Earth and its evolution throughout history. Wysession is co-author of An Introduction to Seismology, Earthquakes, and Earth Structure; the lead author of Physical Science: Concepts in Action; and co-author of the K-6 Integrated Science textbook program. He received a science and engineering fellowship from the David and Lucille Packard Foundation, a National Science Foundation presidential faculty fellowship, and

Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
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fellowships from the Kemper and Lily Foundations. He received the Innovation Award of the St. Louis Science Academy and the Distinguished Faculty Award of Washington University. In 2005, he had a distinguished lectureship with the Incorporated Research Institutions for Seismology and the Seismological Society of America. He has an Sc.B. in geophysics from Brown University and a Ph.D. from Northwestern University.

Members

Scott Linneman, Western Washington University, Bellingham

Eric Pyle, James Madison University

Dennis Schatz, Pacific Science Center, Seattle

Don Duggan-Haas, Paleontological Research Institution, Ithaca, NY

ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE

Lead

Cary Sneider, Portland State University, Oregon

Cary Sneider is associate research professor at Portland State University in Portland, Oregon, where he teaches courses in research methodology for teachers in master’s degree programs and consults for a number of organizations, including Achieve, Inc., the Noyce Foundation, and the state of Washington’s Office of Public Instruction. He is currently co-chair of the planning committee to develop the National Assessment of Educational Progress’s technology framework. He has taught science at the middle and high school levels in California, Maine, Costa Rica, and Micronesia. During the past 10 years, Sneider was vice president for educator programs at the Museum of Science in Boston and previously served as director of astronomy and physics education at the Lawrence Hall of Science, University of California, Berkeley. His curriculum development and research interests have focused on helping students unravel their misconceptions in science and on new ways to link science centers and schools to promote student inquiry.

Members

Rodney L. Custer, Illinois State University, Normal

Jacob Foster, Massachusetts Department of Elementary and Secondary Education, Malden

Yvonne Spicer, National Center for Technological Literacy, Museum of Science, Boston

Maurice Frazier, Chesapeake Public School System, Chesapeake, VA

Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
×

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Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
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Page 365
Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
×
Page 366
Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
×
Page 367
Suggested Citation:"Appendix D: Design Team Members." National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. doi: 10.17226/13165.
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Page 368
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Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.

A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.

A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

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