January/February 2017 – Vol. 29 No. 4

Comparing AP Science Practices, Common Core State Standards, and NGSS Science and Engineering Practices

Posted: Monday, June 3rd, 2013

by Bethany Dixon

At NSTA San Antonio and again at the California State Science Fair, I fell into a conversation about connecting NGSS Science and Engineering Practices and AP Biology Science Practices 1-7. In the past few years, ideas have converged on what it looks like to “Do Science:” the habits of mind necessary to develop scientific knowledge. This idea isn’t new to science education – scientific skills are still important. Haven’t we seen this before? We called it using the Scientific Method(s), or Levels of Inquiry, or whichever wrapper we’re putting things into… it doesn’t seem like the ideas of what constitute good science have changed. Or have they?

My question, from the best possible place of curiosity, is this: how is this different than what teachers have been asked to do before? Admittedly, I’m relatively new to the game, but shouldn’t science be happening in science classrooms, and doesn’t that generally involve teaching the basics of engineering and experimental design? Is it merely the idea that the process of science will now be assessed in a standardized way that is new? Is that even new? Watching the droves of teachers in line for sessions on linking NGSS and Common Core State Standards made me wonder if I’m missing some integral piece. With this in mind, here’s what I have gleaned so far from combing and combining the three documents with mentoring from those who have taught long enough to see the pendulum of change swing a few times.

1. Science Practices are iterative; they should be practiced often and with selective guidance to help lead students through inquiry; ranges of inquiry from confirmation labs through the levels of inquiry beginning with structured inquiry and leading to guided, and eventually open, inquiry. These labs are necessary to develop the skills of scientific thinking required for students to succeed at cognitively difficult tasks. Different skills should be isolated with different labs so students aren’t thrown off the deep end with a box of relevant but unknown toys. Teachers should be encouraged to help students uncover important content (making meaning through investigation) but should be cautious to ensure that enough time is taken to link each inquiry activity or modeling activity explicitly with objectives so that students are focused on the outcome of the process.

2. CCSS, the 7 AP Science Practices, and NGSS are already linked: science and engineering practices along with crosscutting concepts (cause and effect, modeling, using math appropriately, etc.) are embedded in the literature of effective science pedagogy. Labeling what we’re doing “Common Core-Friendly” is another standard to write on the board, but doesn’t change the important content-based literacy and numeracy tools we should already be using, such as reading science publications critically, engaging in argument, writing lab reports, collecting and interpreting appropriate data, etc.

3. Student engagement is your best weapon for increasing authentic inquiry. Process Oriented Inquiry Guided Learning (POGIL), case studies, Science Fair, Project Based Learning, etc., all point to giving students relevant choices so that “Real Life” and “Schoolwork” collide and make bookwork relevant. It seems like taking a basic survey of student science interests and framing the course around their real passions could be a powerful way to add relevance to the course: Essential Knowledge and standards are imperative and should be integrated for a content-rich course, but the framework gives teachers room for selection (no pun intended). Within careful limits, giving students choices over a few open-ended investigations that reflect their academic interests combined with teacher-prescribed labs create powerful learning experiences that students own and retain.

Building science skills and learning key information can be integrated, but students are more likely to retain that information if they can then apply it to solve a problem that they are already invested in. Working with the NGSS, AP Science Practices, and CCSS expands the “bull’s-eye” of what’s being tested to better reflect what good teachers already include. It isn’t more work: it just works better.

Written by Bethany Dixon

Bethany Dixon is a science teacher at Western Sierra Collegiate Academy, is a CSTA Publications Committee Member, and is a member of CSTA.

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STEM Conference Hosted by CMSESMC

Posted: Saturday, January 14th, 2017

The Council of Math/Science Educators of San Mateo County will be hosting the 41st annual STEM Conference this February 4, 2017 at the San Mateo County Office of Education. This STEM Conference is the place to get lots of new lessons and ideas to use in your classroom. There will be over twenty-five workshops and a variety of exhibitors that provide participants with a wide range of practical and realistic ideas and resources to use in their science, technology, engineering and math (STEM) programs from Pre-K to grade 12. With California’s adoption of the Common Core State Standards and the Next Generation Science Standards, we are dedicated to ensuring that we prepare our teachers to take on these educational policies.

Teachers, administrators and parents are invited to explore the many exciting aspects of STEM education and learn about and discuss the latest news, information and issues. This is also an opportunity to network with colleagues who can assist you in building your programs and meet new friends that share your interests and love of teaching.

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Opportunities to Support NGSS Implementation with CTC

Posted: Friday, January 13th, 2017

What follows are several opportunities for science teachers to work with the Commission on Teacher Credentialing (CTC) on various projects that have direct or indirect implications for the implementation of NGSS in California. Please consider applying to one or more of the following opportunities.

CSET Field Testing Opportunities

Field testing opportunities for future CSET Multiple Subjects and Science tests are available beginning Dec. 5, 2016. Participants will have the choice between a $50 Barnes and Noble eGift Card or a $75 test fee voucher that may be applied to future test registration fees. For more information, including how to register to participate, please visit: http://www.pearsonvue.com/espilot/cset.asp. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Submit Your NGSS Lessons and Units Today!

Posted: Friday, January 13th, 2017

Achieve has launched and is facilitating an EQuIP Peer Review Panel for Science–a group of expert reviewers who will evaluate the quality and alignment of lessons and units to the standards–in an effort to identify and shine a spotlight on emerging high-quality lesson and unit plans designed for the NGSS.

If you or your state, district, school, or organization has designed NGSS-aligned instructional materials, please consider submitting these in order to help provide educators across the country with various models and templates of high-quality lesson and unit plans. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Opportunity for High School Students – Los Angeles County

Posted: Friday, January 13th, 2017

An upcoming Perry Outreach Program on Saturday, April 22, 2017 at the Orthopaedic Institute for Children in Los Angeles, CA. The Perry Outreach Program is a free, one-day, hands-on experience for high school and college-aged women who are interested in pursuing careers in medicine and engineering. Students will hear from women leaders in these fields and try it for themselves by performing mock orthopaedic surgeries and biomechanics experiments. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Science Education Policy Update

Posted: Friday, January 13th, 2017

by Jessica Sawko

January 2017 has proven to be a very busy month for science education policy and CA NGSS implementation activities. CSTA has been and will be there every step of the way, seeking and enacting all options to support high-quality science education and the successful implementation of CA NGSS.

California Department of Education/U.S. Department of Education Science Double-Testing Waiver Hearing

The year started with California Department of Education’s (CDE) hearing with the U.S. Department of Education conducted via WebEx on January 6, 2017. This hearing was the final step in California’s efforts to secure a waiver from the federal government in order to discontinue administration of the old CST and suspension of the reporting of student test scores on a science assessment for two years. As reported by EdSource, the U.S. Department of Education representative, Ann Whalen, a senior adviser to U.S. Secretary John King Jr., committed to making her final ruling “very shortly.” Deputy Superintendent Keric Ashley presented on behalf of CDE during the hearing and did an excellent job describing the broad-based support for this waiver in California, the rationale for the waiver, and California’s commitment to the successful implementation of a new high-quality science assessment. As previously reported, California is moving forward with its plans to administer a census pilot assessments this spring. The testing window is set to open on March 20, 2017. For more information visit New CA Science Test: What You Should Know.

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.