According to Change the Equation, efforts to make engineering part of the K-12 curriculum are beginning to pay off.
Why? They indicate that the Next Generation Science Standards (NGSS) are succeeding in their aim to integrate engineering and technology into science classrooms. These standards debuted in April 2013, and eight states adopted them by the end of that year: California, Delaware, Kansas, Kentucky, Maryland, Rhode Island, Vermont, and Washington State.
They looked at data from the National Assessment of Educational Progress (NAEP) eighth-grade science test to see if schools in those eight states were teaching more engineering and technology. They found that between 2011 and 2015, teachers in the first states to adopt the standards increased the amount of class time they spent on engineering and technology. One striking finding from theiranalysis is that the early adopter states started from behind.
Click here to read the full story at Change the Equation (February 21, 2017)
As teachers develop new, three-dimensional formative assessments aligned to the Next Generation Science Standards (NGSS), a new collaborative process is producing open educational resources (OER) to help them reach every student.
The “Advancing Coherent and Equitable Systems of Science Education” (ACESSE, pronounced “access”) project is a is a partnership between the Council of State Science Supervisors, the schools of education at the University of Colorado Boulder and the University of Washington. The project received a three-year, $1.5 million grant from the National Science Foundation to support the work.
“We want to expand diversity in STEM fields. And for that, we need to improve access to quality STEM education around the country by making learning opportunities more coherent and aligned,” said Bill Penuel, principal investigator for the project and professor of learning sciences and human development at CU Boulder, in coverage on the Institute for Science + Math Education website.
Click here to read the full story in T.H.E Journal (February 14, 2017)
According to Education Week, next month, Louisiana’s state board of elementary and secondary education is expected to vote on new science standards.
A committee worked for six months to produce new standards for the state, which currently has some of the oldest science standards in the nation. The group voted nearly unanimously to approve the standards last week.
Under the new benchmarks, there are fewer standards per grade level with more opportunities for students to dig deeper into the subject.
Click here to read the full story in Education Week/registration required. (February 22, 2017)
According to the Milwaukee Courier, the Wisconsin Department of Public Instruction is seeking public input to start the review process for academic standards in information and technology literacy, music, and science.
The current science standards are the “Wisconsin Model Academic Standards for Science,” adopted in 1998. Most Wisconsin school districts have adopted or are using the Next Generation Science Standards, which were finalized in April 2013, to provide updated and relevant teaching and learning goals in science classrooms.
Comments about the standards or standards review process can be made online through the science standards public survey at, surveymonkey.com/r/WIscience2017, or through e-mail to firstname.lastname@example.org.
Click here to read the full story in the Milwaukee Courier (February 18, 2017)
In a blog post for the Teaching Channel NGSS@NSTA curator Kathy Renfrew writes about anchoring phenomena.
Phenomena can be the special ingredient that brings both intrigue and relevance to an otherwise ordinary lesson. It’s no surprise anchoring phenomena has become a part of the conversation whenever educators discuss NGSS science instruction. This is exciting because anchoring phenomena and driving questions can be the key to student engagement.
When I was first introduced to the importance of anchoring phenomena in NGSS instruction, I remember Googling “NGSS anchoring phenomena” and getting two, maybe three results — and even they weren’t really what I needed. Today, the same search returns more than 2000 results. In a very short time, knowledge and resources have increased at a breakneck pace. Today, I know I can find the resources I need to help me anchor phenomena to the standards with relative ease. I’d like to share some of my favorite results from my search with you.
Click here to read the full story on the Teaching Channel (February 17, 2017)
According to Ed Source environmental education in California got another big push last November when the State Board of Education approved integrating five key environmental principles into the new science frameworks last November. The frameworks provide a blueprint for introducing the Next Generation Science Standards, which the state adopted in 2013, and are gradually being introduced in schools across the state.
The standards represent a comprehensive approach to teaching K-12 science focused on hands-on experiments, critical thinking, and multidisciplinary concepts and patterns.
The State Board also voted last year to include environmental principles in the framework for the history-social science curriculum, which means students would learn about topics such as how humans have attempted to shape their environment throughout history, from Paleolithic times to the present, or how a healthy environment is crucial for human survival.
Thus, as schools move forward with implementation of the standards, educators are hoping that a range of environmental topics related to the environment will be routinely taught in science as well as history and social studies classes, and will cover everything from habitats to water systems and the impact of deforestation.
Click here to read the full story in Ed Source (February 12, 2017)
House Bill 211, requiring the Public Education Department to adopt the Next Generation Science Standards (NGSS) for New Mexico schools, has passed the House Education Committee.
NGSS standards establish a framework that incorporates the application of technology and engineering in addition to science and mathematics. Sponsored by Rep. Andres Romero (D-Albuquerque) and Rep. Bill McCamley (D-Mesilla Park), HB 211 takes into account the need for New Mexico’s students to be competitive with their national peers by becoming proficient in the skills, technologies and critical thinking skills required for jobs as scientists, engineers, technologists and technicians.
“From our military bases, national laboratories, and research universities, New Mexico needs students who are proficient in the fields of science, technology, engineering and mathematics,” said Romero, a high school teacher. “For our state to be economically competitive and self-sufficient, teaching our students these next generation science standards is critical.”
HB 211 passed House Education Committee in an 8-3 vote and will be heard next on the House floor.
Click here to read the full story in the Los Alamos Daily Post (February 9, 2017)
In response to a community commentary published on Dec. 25 in The Journal News (LoHud.com), New York State teacher Kottie Christie-Blick writes about her appreciation of the Next Generation Science Standards.
“As an elementary teacher, I appreciate having the Next Generation Science Standards. They are well thought out guidelines for creating a scientifically literate population. The standards were authored by a consortium of scientists and educators in 26 states, and sent out for public review while in the making.”
“Meeting these science standards in the classroom requires that my students be actively engaged in scientific discovery and engineering practices. The emphasis is on understanding scientific concepts, and learning how to think like scientists by wondering, exploring, observing, experimenting, recognizing patterns and cause-and-effect relationships, as well as learning background information from reliable sources.”
Click here to read the full commentary in The Journal News (LoHud.com) (January 30, 2017)
Ed Week’s Corey Mitchell writes about a new study that shows integrating innovative science courses and English-language instruction can dramatically boost student achievement and test scores in the sciences, along with reading, and writing. This is according to a new study from the Oakland, Calif.-based Education Trust West.
The report, “Unlocking Learning: Science as a Lever for English Learner Equity,” explored how six districts, ranging from rural to urban and all with sizable English-learner populations, taught science to the students.
The curriculum in each district was aligned to the Next Generation Science Standards, a set of common science standards adopted by states that emphasize scientific inquiry along with engineering and design, and prioritize experimentation over memorization. The study notes that conducting experiments in teams forces ELL students to communicate, allowing them to practice their problem-solving and English-language skills at the same time. The researchers also noted that many key science vocabulary words are Spanish cognates, which means they’re accessible to Spanish-speakers who have a base of science knowledge in their native language.
Click here to read full story in Education Week (January 19, 2017) registration required