The National Science Teachers Association (NSTA) currently has a FREE chapter from the book Helping Student Make Sense of the World using Next Generation Science & Engineering Practices. This book is a compilation of chapters from multiple authors. The FREE chapter is Toward More Equitable Learning in Science by Megan Bang, Bryan Brown, Angela Calabrese Barton, Ann Rosebery, and Beth Warren.
The chapter lays out 3 Principles for expanding meaningful learning opportunities in science:
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Principle 1: Notice sense-making repertoires. Attend to, listen to, and think about students’ diverse sense-making as connecting to science practices.
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Principle 2: Support sense-making. Actively support students in using their sense-making repertoires and experiences as critical tools in engaging with science practices.
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Principle 3: Engage diverse sense-making. Engage students in understanding how scientific practices and knowledge are always developing and how their own community histories, values, and practices have contributed to scientific understanding and problem solving and will continue to do so.
I think that some of us as science teachers might look at these principles and say, “Yes- I think I do that.” OR “I’m not sure what this means exactly.”
This chapter uses three vignettes to clarify these three principles that are crying out for examples.
Not sure how long this chapter will stay on the NSTA site as a FREE download so grab it now.
The state of Nebraska is on a journey to develop a comprehensive state science assessment system that not only includes a state-wide summative assessment system (grades 5, 8, & 11) for science but also:
For the past several years I have been supporting pre-service and inservice teachers with the use of the Claim, Evidence and Reasoning (CER) framework for scaffolding students’ writing and talking about scientific explanations and arguments. This framework provides a common language for discussing the elements of powerful explanations and arguments. It isn’t a formula to memorize but a framework for support and improvement.
Together these books provide a very clear and engaging look at how to use a Claim, Evidence, Reasoning (CER) framework to improve student writing and discourse in science. The CER framework can support not only science explanations but also the Common Core State Standards’ focus on using evidence and argumentation in math and English/Language Arts.
Overview: Achieve recently released two tools for screening and reviewing science assessment tasks- the Science Task Prescreen and the Science Task Screener. These tools will be necessary additions to your toolbox of NGSS assessment resources.
Science for All 