Educating Teachers of Science, Mathematics, and Technology New Practices for the New Millennium (2001) / Chapter Skim
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Appendix B: Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School Mathematics
Appendix B: Overview of Content Standards from the National Science Education Standards and the Principles and Standards for School Mathematics
Pages 148-153
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From page 148... ...
Processes StancIarc! Unifying concepts anti processes inclu(le · Systems, order, anti organization · Evidence, mo(lels, anti explanation · Change, constancy, anti measurement · Evolution anti equilibrium · Form and function Science as Inquiry StancIarcIs Engaging students in inquiry helps students (levelop · Un(lerstan(ling of scientific concepts · An appreciation of "how we know" what we know in science · Un(lerstan(ling of the nature of science - Skills necessary to become in(lependent inquirers about the natural worI(1 · The (lispositions to use the skills,
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From page 149... ...
Space Science StancIarcIs The standards for physical science, life science, and earth and space science describe the subject matter of science using three widely accepted divisions of the domain of science. Science subject matter focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.
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From page 150... ...
EDUCATING TEACHERS OF SCIENCE, USE OF THE CONTENT STANDARDS Persons responsible for science curricula, teaching, assessment and policy who use the Standards should note the following · None of the eight categories of content stan(lar(ls should be eliminated. For instance, students should have opportunities to learn science in personal and social perspectives and to learn about the history and nature of science, as well as to learn subject matter, in the school science program.
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From page 151... ...
Geometry StancIarc! Instructional programs from prekindergarten through grade 12 should enable all students to· Analyze characteristics anti properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships; Specify locations and describe spatial relationships using coordinate geometry anti other representational systems; · Apply transformations anti use symmetry to analyze mathematical situations; · Use visualization, spatial reasoning, anti geometric mo(leling to solve problems.
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From page 152... ...
Probability StancIarc! Instructional programs from prekindergarten through grade 12 should enable all students to· Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; · Select and use appropriate statistical methods to analyze data; · Develop and evaluate inferences and predictions that are based on data; · Understand and apply basic concepts of probability.
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From page 153... ...
Instructional programs from prekindergarten through grade 12 should enable all students to· Create and use representations to organize, record, and communicate mathematical ideas; · Select, apply, and translate among mathematical representations to solve problems; · Use representations to mode} and interpret physical, social, and mathematical phenomena.
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