Next Generation Science Standards A Look at Core Ideas of Engineering and Technology Summary created by: Fred Ende ([email protected]) Regional Science Coordinator Putnam/Northern Westchester BOCES “Likely” New Standard Structure • The Next Generation Science Standards (NGSS) will most likely be built around three pillars: – Scientific and Engineering Practices – Crosscutting Concepts – Disciplinary Core Ideas Why a Focus on Engineering? • The “inspirational” reasons: – Builds the case for how science and engineering are necessary to address the world’s challenges – Will help build a larger workforce and further investment in the facets of STEM • The “practical” reasons: – Builds relevance by helping students see the application of many scientific concepts and ideas (though engineering should not be confused with “applied science”) – Helps expose students to engineering topics more regularly and at an earlier age What, Exactly, Is Engineering? • Basically, any practice of design to achieve solutions to problems we encounter. These design practices result in “technologies” which are simply products created through the engineering process. • By comparison, “science” may or may not be driven by any immediate application, and argumentation in science usually strives to lead towards one “correct” answer, whereas in engineering there are often many “correct” solutions to design problems. What Aspects of Engineering Will the Standards Focus On? • The NGSS will address both practices and core content ideas. – See “Scientific and Engineering Practices” presentation for more information on the practices portion – Two main core content ideas will be addressed: • Engineering design and what that is • Interdependence and influence of science, engineering, and technology on the world Engineering Core Ideas Explored • Engineering Design – Defining and Delimiting an Engineering Problem – Developing Possible Solutions – Optimizing the Design Solution • Links Among Engineering, Technology, Science, and Society (STS-E) – Interdependence of Science, Engineering, and Technology – Influence of Engineering, Technology, and Science on Society and the Natural World What Will Districts Need to Do to Address Engineering? • It seems unlikely that most districts will need to create new courses or entirely new curricula. – Some may choose to create courses specifically on engineering and STS-E, but most concepts can be integrated into pre-existing science and technology courses. – Teachers in the science and technology content areas should proactively discuss their curricula and the Framework for K-12 Science Education together to begin to get a sense of how they might collaborate on addressing new engineering standards. What Will Districts Need to Do to Address Engineering? • Staff development will be necessary, but can be accomplished in a number of efficient ways: – PLC’s that are department-based to explore the Framework, engineering/technology ed. texts, and current curriculum. – District-wide/regional workshops to focus on key aspects of the NGSS being developed as well as to provide time to “build” new lessons using exemplars. • One local resource K-6 is SCIENCE 21. Email [email protected] for exemplar lessons currently being drafted. Current NGSS Timeline References • • • • Achieve, Inc. (2011). Achieve Inc. Retrieved from: http://www.nextgenscience.org/ National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Retrieved from: http://www.nap.edu/catalog.php?record_id=13165 NSTA Learning Center. (2011). A Framework for K-12 Science Education: Retrieved from: http://learningcenter.nsta.org/products/symposia_seminars/NLC/web seminarXI.aspx Sneider, Cary. (2011) Core Ideas of Engineering and Technology. Science & Children, 45 (5), 8-12.