Conceptual Framework for New Science Education Standards- Draft July 12th

The Draft of the Conceptual Framework for the New Science Education Standards will be available HERE on July 12th for review. Click HERE to download the framework. A survey for collecting public feedback will be available soon- keep checking HERE and I will also send out word. Survey input will be due August 2, 2010.

On first glance- it looks like this framework is very similar to the current Washington State Science Standards with a 4th “Big Idea” in each domain of science.

You may be interested in a short article on the draft framework in Education Week- Click HERE.

Dimension 1: Core Disciplinary Ideas

Life Science: LS1- Structure & Function; LS2- Heredity; LS3- Ecosystems; LS4-Biological Evolution

Earth and Space Science: ES1- Solar System, Galaxy, and Universe; ES2- Earth’s Planet-Sized Structure, Processes, and History; ES3- Earth’s Surface Processes and Changes; ES4- Human Interactions with Earth

Physical Sciences: PS1- Matter; PS2- Forces; PS3- Energy; PS4- Waves

Engineering & Technology: ET1- The Designed World; ET2- Engineering Design; ET3- Technological Systems; ET4- Technology and Society

Dimension 2: Cross-Cutting Elements

A. Seven Cross- Cutting Scientific Concepts:

• Patterns, Similarity, and Diversity
• Cause and Effect
• Scale, Proportion, and Quantity
• Systems and Systems Models
• Energy and Matter: Flows, Cycles, and Conservation
• Form and Function
• Stability and Change

B. Topics in Science, Engineering, Technology, and Society

• History and Cultural Roles of Science, Engineering and Technology
• Impacts of Science, Engineering, and Technology on Society
• Impact of Societal Norms and Values on the Practices of Science and Engineering
• Professional Responsibilities of Scientists and Engineers
• Roles of Scientific and Technical Knowledge in Personal Decisions.
• Careers and Professions Related to Science and Engineering.

Dimension 3: Scientific and Engineering Practices

A. How Scientists and Engineers Work

• Investigation, Hypothesis, and Coordination
• Models
• Communication and Discourse

B. Practices for Science Classrooms

• Asking Questions
• Modeling
• Devising Testable Hypotheses
• Collecting, Analyzing, and Interpreting Data
• Constructing and Critiquing Arguments
• Communicating and Interpreting Scientific and Technical Texts
• Applying and Using Scientific Knowledge