Taking Stock of Science Standards Implementation Proceedings of a Virtual Summit (2022) / Chapter Skim
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2 From Vision to Reality
2 From Vision to Reality
Pages 5-14
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From page 5... ...
Following the committee's report, the NGSS were developed through a collaborative effort that included 26 partner states, Achieve, the National Academies, the American Association for the Advancement of Science, and the National Science Teaching Association. This process was a community effort, said Schweingruber, with input from "an amazing array of people." Schweingruber emphasized that the standards and the Framework be considered "living things" that are informed by the work as the field of education moves forward.
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; worked with Achieve on the NGSS • Tiffany Neill: Deputy Superintendent of Curriculum and Instruc tion at Oklahoma State Department of Education; former high school science teacher; committee member for Call to Action for Science Education: Building Opportunity for the Future (NASEM, 2021) ; former president of the Council of State Science Supervisors THE VISION During the early work developing the Framework, what were your hopes for what the vision and standards could accomplish?
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Together, these practices can open up the possibility to position learners as "knowers and doers" who can apply science education in ways that are meaningful to themselves and their communities, Bell concluded. Davis concurred and added that the Framework sets high yet realistic expectations for children; it views children as capable of exploring questions and solving problems that are meaningful for them, yet at the same time acknowledges that "kids are kids." Before the Framework was released, said Neill, the National Academies published America's Lab Report (NRC, 2006)
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For example, a water table allows children to explore disciplinary core ideas around water and water flow, crosscutting concepts around cause and effect and systems thinking, and science practices such as investigation and using data to construct explanations. The Framework and the NGSS, said Lach, acknowledge that science is "special and different"; the standards are three-dimensional, so there is a different way of looking at science than is done for other disciplines.
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In addition, he said, there is a tension between being true to the standards and being true to the students. Lach said that he has seen people prioritizing strict alignment to the NGSS rather than acknowledging the role that context, nuance, and history of a school play in shaping science education to the needs of the students.
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He noted that about half utilize cultural pedagogies in implementation; however, racial justice and disrupting ableism are not pervasive practices and are areas for deeper growth. FIGURE 2-1 ACESSE National Survey of Science Education Equity Implementation.
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He gave two examples of exceptions to this rule. First, the state science supervisor in Washington, Ellen Ebert, has "systematically built a bridge" with the Native Education Office; this sustained effort to coordinate across agencies has resulted in improved science education opportunities for Indigenous youth.
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(Bell) • Teacher educators, facilitators of professional learning experiences, and school and district leaders need to support teachers' efforts to teach science and engineering well.
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Schweingruber asked panelists to comment on how national leadership can ensure coherence across the system while also honoring the local nature of change and the inclusion of diverse communities in the work. Bell responded that ideally, national policy and leadership provides openings to meaningful local engagement; rather than starting with the NGSS, communities can start with the learning and use the standards as a foundation and guide.
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