Session Format
Presentation Session (45 minutes)
Location
Room 1603
Abstract for the conference program
The July 2012 release of the National Research Council Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas heralds ‘a new vision of science in education.’ The Framework sets out a comprehensive agenda for the reform of science and engineering education coordinated around 3 Dimensions: Science & Engineering Practices, Crosscutting Concepts, and Core Ideas. While the Framework’s central mission is to impact K-12 education through implementation of the Next Generation Science Standards, there are important but less understood implications for higher education, informal science education and publics’ understandings of science communication efforts. In this talk, I will provide an overview of these sweeping developments as well as examine these implications in terms of 1) teacher professional development and 2) designing undergraduate STEM courses.
Proposal Track
Research Project
Start Date
3-8-2013 8:15 AM
End Date
3-8-2013 9:00 AM
Recommended Citation
Duschl, Richard A., "Building, Refining & Defining STEM Learning Outcomes: K-16 Implications" (2013). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 69.
https://digitalcommons.georgiasouthern.edu/stem/2013/2013/69
Included in
Computer Sciences Commons, Engineering Commons, Science and Mathematics Education Commons
Building, Refining & Defining STEM Learning Outcomes: K-16 Implications
Room 1603
The July 2012 release of the National Research Council Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas heralds ‘a new vision of science in education.’ The Framework sets out a comprehensive agenda for the reform of science and engineering education coordinated around 3 Dimensions: Science & Engineering Practices, Crosscutting Concepts, and Core Ideas. While the Framework’s central mission is to impact K-12 education through implementation of the Next Generation Science Standards, there are important but less understood implications for higher education, informal science education and publics’ understandings of science communication efforts. In this talk, I will provide an overview of these sweeping developments as well as examine these implications in terms of 1) teacher professional development and 2) designing undergraduate STEM courses.
