March/April 2017 – Vol. 29 No. 6

Next Generation Science Standards Update

Posted: Thursday, January 3rd, 2013

by Pete A’Hearn

The second public draft of the Next Generation Science Standards will be released on January 8, 2013.  I urge all who are interested in a better science education for our kids to attend a public review session or review on your own.  Click here for information on how to submit a review.

In speaking with science teachers, most have high enthusiasm and hope for the new standards. Enthusiasm and hope are good things, but what is really needed is for classroom practitioners to apply their vision and creativity to these standards. For example, as you review, consider the following: Is that the best practice to connect to that standard, or have you used one that is more effective? Will this standard be more appropriate for younger or older students?  Does the chosen cross-cutting concept really connect strongly to this concept?

I have young daughters and these will be their science standards.  Are these the standards our children deserve?

I have been to many meetings where either the NGSS or the Common Core Standards were introduced. Inevitably, classroom teachers ask what the assessment system will be and when they will get curriculum. Assessment seems to be the most strongly felt concern, and this makes sense.  Teachers have learned that the assessment system is the standard.

If an animal is hit with a stick, it will become wary of sticks, and so teachers have similarly become wary of assessments and the systems in which they are embedded.  Teachers understand that assessments and accountability are vital and potentially positive. But most teachers want assessments that give useful and timely feedback, involve more carrots than sticks, don’t narrow the curriculum to that which can be assessed by multiple guess, and don’t push science, art, and history out of the classroom.

In her opening keynote at the 2012 California Science Education Conference, Dr. Helen Quinn acknowledged the critical role of assessment by telling the audience that they need to be patient, that the writers of the NGSS understand the centrality of testing and would rather go slow than be quick get it wrong. That was good advice, but we already have some hints about what the assessments will be like.

Although we will have to wait to learn the grades in which they’ll be administered and how they’ll be weighted, there are some places to go to get a sense of what a well-designed science test for the NGSS might look like. One is the National Assessment of Educational Progress (NAEP).

NEAP is otherwise known as “the Nation’s Report Card,” and in 2009 they pilot-tested some multi-step computer based science items and collected data on the results. The NGSS framework points to it in the section on assessment as an example of what computer based assessments are capable of doing. There are nine items requiring students to select data, draw conclusions based on it, and connect it to the body of science knowledge they have learned.

There are also sample items for the Smarter Balanced Assessment of the Common Core.  This site has examples of the types of items that will be found on the Common Core English and Math tests. It is a strong possibility the Smarter Balanced Assessment Consortium will also be involved in the science tests. The interesting thing to note for science teachers is how many of the English and math items require kids to do the NGSS science practices, especially in the multi-step performance tasks. Check out the math performance task on crickets at the high school level or the elementary English task on animal defenses for good examples of how to integrate science into English and Math.

There are many unanswered questions about the NGSS tests, but there is good reason to hope that they will honor real science teaching more that our current system does. Happy New Year!

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the K-12 science specialist in the Palm Springs Unified School District and is Region 4 Director for CSTA.

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California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

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.

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Posted: Monday, March 13th, 2017

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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.

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Posted: Monday, March 13th, 2017

Volunteer

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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.

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Posted: Monday, March 13th, 2017

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Written by Marian Murphy-Shaw

Marian Murphy-Shaw

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Learning to Teach in 3D

Posted: Monday, March 13th, 2017

by Joseph Calmer

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Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.