NGSS Overview

What are the three dimensions of the framework and explain them in your own words.

The three dimensions of the NGSS framework include Practices (SEP), Crosscutting Concepts (CCC), and Disciplinary Core Ideas (DCI). The most easily recognizable dimension of the framework is Disciplinary Core Ideas. This element focuses on the content of each discipline of science, or the “what” of what will be covered. The NGSS places less focus on the quantity of the content covered in the science classroom, but emphasizes the quality of the concepts explored. Less concepts will be covered, but will be explored to a deeper degree. The goal of the NGSS is to get students to conduct science as a scientist, and the Practices dimension focuses on the investigation element of science. With this dimension, students will be learning the “how” of doing science through active explorations. The Crosscutting Concepts dimension of the framework focuses on the social aspects of science and uses for science in everyday life. This is the “why” students should care about science. In summary, this framework puts equal value on the “what”, “how”, and “why” aspects of learning science.  

What do you take away as the major goals?

The major goals of the framework is to educate all students in science and engineering and to provide foundational knowledge for future scientists. This can only be done by having students interact with science as a scientist would. This is done through the understanding that science is rooted in collaboration and not only a body of knowledge, it is a set of practices. 

Which "Principles" (from pages 24 - 28) are most relevant to you and why?

Of the Principles mentioned, the two that resonated with me are Promoting Equity and Children Are Born Investigators. Equity in education has been lacking in many ways since the birth of this nation. This can be shown in numerous studies and even in my own experiences. Creating a system that intentionally addresses the inequality that some students face, then using research to try to level the playing field is essential to moving this country forward. Another key part to teaching science is to be mindful that at some point every student was an investigator. Only by acknowledging the complex ways in which young children build their understanding of the world around them, can we guide the building of knowledge in a meaningful way.    

Other questions, interests, notes, etc...

The article states that the US is falling behind intellectually compared to the rest of the world. Since the implementation of the NGSS, are there any studies that indicate that we are closing the gap? 

Finally, try to find an NGSS link to either Magnets or Sun/Moon. What did you pick and why?

An example of standard related to Magnets is:

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.] [Assessment Boundary: Assessment is limited to systems containing two objects.]

This directly related to what we did in class with our magnet activity because we explored the effects of a magnetic field on various materials. We then modeled our own investigations with magnets that were then shared to the class.