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| Paper: |
Implications of the Next Generation Science Standards for K–12, EPO, and Higher Education |
| Volume: |
483, Ensuring STEM Literacy: A National Conference on STEM Education and Public Outreach |
| Page: |
45 |
| Authors: |
Schultz, G.; Barber, J.; Pomeroy, R.; Reagan, G. |
| Abstract: |
The newly-released Next Generation Science Standards (NGSS) have been under development for a few years with broad community input and explicit involvement of many states likely to adopt these as their own science standards. Several key features of the NGSS make these a substantial advance from the existing National Science Education Standards (NRC 1996), including focus on three dimensions previously outlined in A Framework for K–12 Science Education (NRC 2011): Science and Engineering Practices; Cross-cutting Concepts; and Disciplinary Core Ideas. What are the implications of all this now for K–12 educators, in the immediate term and in the long-term? What do the NGSS imply for EPO professionals, especially those involved in science curriculum development and teacher professional development? What should higher education faculty know about the NGSS, especially as it relates to the preparation of incoming college students, as well as the education of future elementary and secondary science teachers in college (including in Astro 101-type courses)? |
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