By National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards
Technological know-how, engineering, and know-how permeate approximately each part of contemporary existence and carry the main to assembly a lot of humanity's such a lot urgent demanding situations, either current and destiny. to handle the severe problems with U.S. competitiveness and to higher arrange the team, Framework for K-12 technological know-how Education proposes a brand new method of K-12 technological know-how schooling that would trap scholars' curiosity and supply them with the required foundational wisdom within the field.
Framework for K-12 technological know-how Education outlines a vast set of expectancies for college kids in technological know-how and engineering in grades K-12. those expectancies will tell the advance of recent criteria for K-12 technology schooling and, as a result, revisions to curriculum, guide, evaluation, improvement for educators. This publication identifies 3 dimensions that show the disciplinary center principles and practices round which technology and engineering schooling in those grades might be equipped. those 3 dimensions are: cross-cutting options that unify the learn of technological know-how and engineering via their universal program throughout those fields; clinical and engineering practices; and center principles in 4 disciplinary components: actual sciences, lifestyles sciences, earth and house sciences, and engineering, know-how, and the functions of technology. The overarching objective is for all highschool graduates to have enough wisdom of technology and engineering to have interaction in public discussions on science-related concerns; be cautious shoppers of clinical and technological details; and feature the talents to go into the careers in their choice.
Framework for K-12 technology Education is step one in a procedure that might tell state-level judgements and supply a research-grounded foundation for making improvements to technological know-how educating and studying around the nation. The booklet will consultant criteria builders, curriculum designers, evaluate builders, instructor educators, nation and district technology directors, academics, and educators who paintings in casual technological know-how environments.
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Additional info for A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
Similarly, engineering involves both knowledge and a set of practices. The major goal of engineering is to solve problems that arise from a specific human need or desire. To do this, engineers rely on their knowledge of science and mathematics as well as their understanding of the engineering design process. Defining the problem, that is, specifying what is needed and designing a solution for it, are the parts of engineering on which we focus in this framework, both because they provide students a place to practice the application of their understanding of science, and because the design process is an important way for K-12 students to develop an understanding of engineering as a discipline and as a possible career path.
There is increasing recognition that the diverse customs and orientations that members of different cultural communities bring both to formal and to informal science learning contexts are assets on which to build—both for the benefit of the student and ultimately of science itself. For example, researchers have documented that children reared in rural agricultural communities, who experience intense and regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological species than do urban and suburban children of the same age [31, 32, 33].
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