CE-FE-1 Introduction to Stem and the K-12 Science Framework


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CE-FE-1 Introduction to Stem and the K-12 Science Framework

  1. 1. Introduction to STEM and the K-12 Science Framework
  2. 2. Remember the traditional high school science classes and labs. We need to get away from this picture. We need real world studies. Conservation Educators use the outdoors as their learning laboratory.
  3. 3. Connecting to the research: Research on How People Learn (HPL) Key Key Findings for Key Findings for StudentsFindings Teachers Surface student Students come to the classroom withHPL 1 preconceptions and preconceptions about how the world works. adjust instruction Understand the content Students must have a deep foundation of and conceptualHPL 2 usable knowledge and understand facts in framework of the context of a conceptual framework. instructional units Students must be taught explicitly to take Teach students to thinkHPL 3 control of their own learning by monitoring about their thinking. their progress.
  4. 4. Focusing on How People Learn: Finding #2• Educators need to connect to the research to understand how students learn science best.• The Conservation Education tools provide the conceptual framework that teachers need to develop instructional units for student learning.• A conceptual framework is a logical process that educators can follow that takes students through a learning experience.
  5. 5. Next Generation Science Standards K-12 Framework
  6. 6. The Vision of the Framework “(All) students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas.”
  7. 7. Next Generation Science Standards K-12 Framework Focus“The Framework principally concerns itself withthe first task – what all students should know in preparation for their individual lives and fortheir roles as citizens in this technology-rich and scientifically complex world.”
  8. 8. Goals for Science EducationThe Framework’s vision takes into accounttwo major goals for K-12 science education: (1)Educating all students in science and engineering. (2)Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future.
  9. 9. The Purpose of the K-12 Framework is to guide the development of the Next Generation Science Standards (NGSS) through three dimensions Practices of Science and Curriculum Engineering Instruction Core Ideas (Disciplines) Assessment Crosscutting Concepts Professional Development
  10. 10. NGSS Three dimensions: Practices,Crosscutting Concepts & Core Ideas defined:
  11. 11. Value of the NGSS for Science Education: Three Dimensions Intertwined
  12. 12. Implementing Next Generation ScienceStandards means educators will shift howthey teach Science: Instruction is organized around a limited number of core ideas = depth and coherence, not breadth of coverage. Core ideas should be revisited in increasing depth and sophistication across years. Focus on connections:  Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence.  Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and earth science Instruction should involve learners in practices that develop, use, and refine the scientific ideas, not activities that just “explain” the science for students.
  13. 13. NGSS provides a9-12 Progression of Learning from Kindergarten to 12 th6-8 Grade3-5 AFWA’s Conservation Education K-12 Scope and Sequence provides theK-2 progression of ideas or core concepts through the grade levels. For more information, see AFWA’s website: http://www.fishwildlife.org/files/ConEd-K-12-Conservation-Scope- and-Sequence.pdf
  14. 14. NGSS Framework Discipline Focus• Life Science• Earth and Space Science• Physical Science• Engineering, Technology, & Applications of Science
  15. 15. How Discipline Core Ideas that Relate to Conservation:• Life Science • Physical Science – Ecosystem Dynamics – Energy – Biodiversity and • Engineering & Humans Technology• Earth and Space Science – Engineering Design – Natural Resources – Interdependence – Human Impacts – Influence on Society – Global Climate Change and the Natural World
  16. 16. New Standards New OpportunitiesThe NGSS Framework sends a clear message that our studentsneed to become involved in helping to solve real-worldproblems. Photo: Andrew Brilliant Photo: Lorena Marchant
  17. 17. What is STEM and how does itconnect to the NGSS Standards? S = Science T = Technology E = Engineering M = Mathematics
  18. 18. What is STEM and how does it connect to Conservation Education?Conservation professionals utilize Science, Technology, Engineering and Mathematics on a daily basis.In school, students can participate in STEM-focused conservation education projects such as: •Collecting water quality data at a local stream and determining ways to protect and/or improve the stream health. •Creating a GIS map to represent data collected in the field and reporting on findings related to that data. •Designing and installing rain gardens or features to improve wildlife habitat. •Determining the best way to manage invasive species based on re- generation and growth rates.
  19. 19. How do we address STEM and NGSS Standards?•The PEI/AFWA Conservation Education guides highlightedthroughout the remainder of this Moodle tutorial assist conservationeducators and teachers indesigning real world fieldstudies and problem solvingprojects.•These STEM learningopportunities engage studentsin the enterprise of scienceand engineering, preparing thenext generation for complexand critical thinking essentialto facing present and futurechallenges.