scholarly journals Opportunities for Improving K-12 Geoscience Education

Eos ◽  
2015 ◽  
Vol 96 ◽  
Author(s):  
Michael Wysession
Keyword(s):  
Space Science ◽  
Next Generation Science Standards ◽  
Geoscience Education ◽  
Next Generation ◽  
Science Standards ◽  
Performance Expectations ◽  
K 12

The Next Generation Science Standards present a set of performance expectations for stronger understanding of Earth and space science.

scholarly journals Questioning The Fidelity Of The Next Generation Science Standards For Astronomy And Space Sciences Education

2015 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Stephanie J. Slater ◽  
Timothy F. Slater
Keyword(s):  
Science Education ◽  
Education Reform ◽  
The United States ◽  
Next Generation Science Standards ◽  
National Standards ◽  
Unexpected Finding ◽  
Next Generation ◽  
Science Standards ◽  
K 12 ◽  
Space Sciences

<p class="AbstractSummary">Although the <em>Next Generation Science Standards</em> (<em>NGSS</em>) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country consider adopting them. In order to facilitate national buy-in and adoptions, <em>Achieve, Inc</em>., the non-profit corporation awarded the contract for writing the <em>NGSS</em>, has repeatedly asserted the development of the Standards to be a state-driven and transparent process, in which the scientific content is taken "verbatim", from the 2011 NRC report, <em>Frameworks for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas</em>. This paper reports on an independently conducted fidelity check within the content domain of astronomy and the space sciences, conducted to determine the extent to which the <em>NGSS </em>science content is guided by the <em>Frameworks</em>, and the extent to which any changes have altered the scientific intent of that document. The side-by-side, two-document comparative analysis indicates that the science of the <em>NGSS</em> is significantly different from the <em>Frameworks</em>. Further, the alterations in the science represent a lack of fidelity, in that they have altered the parameters of the science and the instructional exposure (e.g., timing and emphasis). As a result the <em>NGSS</em> are now poised to interfere with widely desired science education reform and improvement. This unexpected finding affords scientists, educators, and professional societies with an opportunity, if not a professional obligation, to engage in positively impacting the quality of science education by conducting independent fidelity checks across other disciplines. This could provide a much needed formal support and guidance to schools, teachers, curriculum developers, and assessment providers.</p>

scholarly journals Thinking about National Standards in Science Education

2017 ◽  
pp. 717-744
Author(s):  
Catherine Milne
Keyword(s):  
Science Education ◽  
Science Curriculum ◽  
Next Generation Science Standards ◽  
National Standards ◽  
Next Generation ◽  
Science Standards ◽  
The Us ◽  
History Of ◽  
Crisis Narratives ◽  
K 12

In this paper I present a critical reflection on the rationale and history of the Next Generation Science Standards (NGSS), which has sometimes been presented as the US version of a vision for a standardized science curriculum. I explore how the monograph, The Framework for K-12 Science Education, established the groundwork for the Next Generation Science Standards. I argue that crisis narratives often drive the arguments for standardization but in the US there was also an argument of the need to build a level of national uniformity in the content and practices that are presented to students as a tool for ensuring that children and youth have equitable access to important knowledge. However, at the same time educators have a responsibility for ensuring that homogenization achieved through standards does not enshrine the very inequities and ideologies public education seeks to change.

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