Science and Engineering for Grades 6-12 Investigation and Design at the Center (2019) / Chapter Skim
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10 Conclusions, Recommendations, and Research Questions
10 Conclusions, Recommendations, and Research Questions
Pages 267-284
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From page 267... ...
Because many aspects of science and engineering are part of students' daily lives, contextualizing science learning by integrating what students bring to the classroom into science investigation and engineering design can facilitate learning. In addition, using inclusive pedagogies can make science and engineering learning accessible to all students.
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From page 268... ...
Well-designed and implemented science investigation and engineering design experiences foster three-dimensional science learning in accordance with the ideas of the Framework. Although teachers generally select topics for investigations, the specifics of what the students do result from student questions that build on their own prior knowledge and experiences, including their local context, culture, and identity.
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CONCLUSION 3: Science investigation and engineering design entail a dramatic shift in the classroom dynamic. Students ask questions, participate in discussions, create artifacts and models to show their reasoning, and continuously reflect and revise their thinking.
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public schools. CONCLUSION 5: Centering classes on science investigation and engineering design means that teachers provide multiple opportunities for students to demonstrate their reasoning and show understanding of scientific explanations about the natural world.
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Instructional resources that support science investigation and engineering design can provide support for learning by presenting a coherent structure for the exploration of phenomena or design challenges in a way that facilitates sense-making by the students across lessons, units, grades, and disciplines, ideally as part of a well-designed curriculum. Furthermore, instructional resources to support science investigation and engineering design can bring coherence to system-level issues, connecting and organizing assessments, professional learning, and classroom instruction around key learning experiences for students and teachers.
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From page 272... ...
Professional learning communities can provide support for teachers during this transition as they reflect on their own practice in the context of science investigation, engineering design, and issues of equity and inclusion. The National Research Council report Science Teachers' Learning and the Science Professional Learning Standards prepared by the Council of State Science Supervisors both provide guidance for professional development providers and professional learners, as well as state and local leaders, on the attributes of effective science professional learning experiences to support teachers.
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From page 273... ...
Flexible studio-style space provides a venue for student engagement in doing science and engineering that allows for group work, space to capture student discussion, easy access to a variety of material and technologies, and room for long-term projects. These resources can enrich student experiences with science investigation and engineering design.
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From page 274... ...
Therefore, particular attention and intentional efforts to make these science investigation and engineering design experiences available and accessible are warranted. If participation in doing science investigation and engineering design is considered as an expectation for all students, then positive steps must be taken to support all students as they learn to engage with phenomena and solve problems using a three-dimensional approach to build increasingly more sophisticated understanding of science and engineering.
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From page 275... ...
• Administrators should support teachers in implementation of sci ence investigation and engineering design. This may include provid ing teachers with appropriate instructional resources, opportunities to engage in sustained professional learning experiences and work collaboratively to design learning sequences, choose phenomena with contexts relevant to their students, and time to engage in and learn about inclusive pedagogies to promote equitable participation in science investigation and engineering design.
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From page 276... ...
RECOMMENDATION 3: Instructional resources to support science invest ation and engineering design need to use approaches consistent with g knowledge about how students learn and consistent with the Framework to provide a selection of options suitable for many local conditions. • Teachers and designers of instructional resources should work in teams to develop coherent sequences of lessons that include phenomena carefully chosen to engage students in the science or engineering to be learned.
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From page 277... ...
• College and university administrators should support and in centivize design of new courses or redesign of existing courses that use evidence-based principles and align with the ideas of the Framework. RECOMMENDATION 6: Administrators should take steps to address the deep history of inequities in which not all students have been offered a full and rigorous sequence of science and engineering learning opportunities, by implementing science investigation and engineering design approaches in all science courses for all students.
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From page 278... ...
RESEARCH QUESTIONS While the work in this report draws on existing empirical research studies, this report also serves as a stage for the production of a range of research questions. The questions below are an invitation for continued dialogue and a guide for funders or researchers engaged in learning more about the role of science investigation and engineering design for advancing student understanding of three-dimensional science and engineering knowledge.
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From page 279... ...
Inclusive Pedagogies As described previously in this report, a broad range of approaches can create more inclusive learning environments for the increasingly diverse population of students in the United States. Additional research on the design and engagement of these ideas and interventions has the potential to help the field better address many of the challenges in achieving equity and equality in science learning via science investigation and engineering design that this report describes.
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6. How can teachers and administrators best learn to enact inclusive pedagogies in science investigation and engineering design?
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How does modeling relate to and support other science investigation and engineering design practices? Outcomes Measuring student motivation and student learning tells the field about the success of new efforts to teach science and engineering.
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FINAL REFLECTIONS Science education provides students with a powerful set of tools to understand the world in which they live. Engaging students in science investigation and engineering design is the central strategy for helping students to connect learning to their own experiences and develop deep and sustained knowledge and abilities to use science as a way of knowing.
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From page 283... ...
They are an opportunity to engage educators in professional learning that is focused on principled improvements to teaching and learning and is sustained, engaging, and relevant to the work of the classroom and student learning.
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