Science and Engineering for Grades 6-12 Investigation and Design at the Center (2019) / Chapter Skim
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1 Introduction
1 Introduction
Pages 9-22
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From page 9... ...
Because of the focus on reading and mathematics at the elementary level and uneven access to outside-of-school science and engineering experiences, the majority of Americans learn most of what they know about science and engineering as middle and high school students (Pianta et al., 2007)
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From page 10... ...
Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering that can be used in teaching science and engineering (Blumenfeld et al., 1991; Duschl and Osborne, 2002; Elby, 2000; Gay, 2010; Krajcik, 2015; LadsonBillings, 2006; Michaels and O'Connor, 2012; Miller and Krajcik, 2015; Reiser, 2004; Rosebery, Warren, and Conant, 1992; Watkins et al., 2018; Wild and Pfannkuch, 1999; Windschitl et al., 2012)
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From page 11... ...
, which describes a way of teaching and learning science and engineering grounded in evidence from the education research literature. In this approach, students participate in science and engineering learning by making sense of phenomena through exploration, reflection, and discussion, in a process that involves the interactions of three dimensions2 that are defined as • science and engineering practices, • disciplinary core ideas, and • crosscutting concepts.
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From page 12... ...
It builds on the approach of the Framework, includes recent changes in thinking about science education, and provides guidance for classroombased investigations and design projects and the role they should play in helping middle and high school students learn science and engineering. It expands the scope of America's Lab Report to include middle schools and engineering design as well as high school science.
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From page 13... ...
To ensure that these opportunities and pathways are open to all interested students, the committee addresses issues related to providing science investigation and engineering design to all students at all grade levels, including both boys and girls and those from all ethnic and racial groups, those who are English language learners, and those with disabilities. Mechanisms for ensuring these opportunities are available to all extends beyond the scope of this report and includes topics such as the decisions about which students attend which schools, the science learning experiences available to students before they enter middle school, and opportunities for outside-of-school experiences in science and engineering (National Research Council, 2009)
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From page 14... ...
Meaningful and ongoing teacher professional learning focused on experiences specific to three-dimensional learning via science investigation and engineering design, along with support from administrators, professional development providers, and policy makers, can provide the resources and conditions necessary for change. Consistent with the evidence-based vision for science education set forth in the Framework, our committee envisions students asking questions as they work to make sense of phenomena and human problems.
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From page 15... ...
The 2006 America's Lab Report study noted a growing shift away from viewing laboratory experiences as separate from the flow of classroom science instruction in which students engage in exercises that demonstrate already-proven facts. They concluded that more 4 The Next Generation Science Standards were developed through a state-led process where state policy leaders, higher-education leaders, K–12 teachers, the science and business community and others worked together to agree on science standards that describe a coherent progression of performance expectations for students to learn.
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From page 16... ...
remote access to scientific instruments. All of these activities can be included in science investigation or engineering design if they are components of examining phenomena or designing solutions in order to learn science and engineering.
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From page 17... ...
their appreciation of science practices and crosscutting concepts." Investigation is purposeful: it is driven by questions about phenomena and engineering challenges. Through engagement in three-dimensional learning via science investigation and engineering design, students make sense of the world around them and also learn about themselves as learners.
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From page 18... ...
where invited presenters and audience participants shared their expert knowledge on a variety of factors influencing science investigation and engineering design in middle and high school. The public workshop
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From page 19... ...
In some areas studies were scarce, and the committee therefore examined related research that was not specific to science and engineering or included students younger or older than grades 6–12. We also drew on the broader literature on professional learning, curriculum, assessment, leadership, community connections, education policy, and school reform and improvement efforts.
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From page 20... ...
The report focuses on ways to make this education accessible to all students, especially those who are members of groups that have been previously excluded. It explains why doing science and engineering is beneficial for students and details productive attributes of inclusive learning environments, curricula, and instructional approaches that use relevance to foster student engagement in science investigation and engineering design.
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From page 21... ...
Chapter 4 describes the nature of putting science investigation and engineering design at the center of middle and high school classes. Chapter 5 focuses on instruction and how the role of the teacher has shifted, whereas Chapter 6 delves into instructional resources.
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From page 22... ...
The Journal of the Learning Sciences, 2, 61–94. Tai, R.H., Liu, C.Q., Maltese, A.V., and Fan, X
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