A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

[1]  J. G. WILSON,et al.  Teaching Physics , 1967, Nature.

[2]  P. Black.  Pupils’ Attitudes to Science , 1977 .

[3]  S. Carey.  Conceptual Change in Childhood , 1985 .

[4]  L. Shulman.  Those Who Understand: Knowledge Growth in Teaching , 1986 .

[5]  L. Shulman.  Knowledge and Teaching: Foundations of the New Reform , 1987 .

[6]  Deborah C. Smith,et al.  The Construction of Subject Matter Knowledge in Primary Science Teaching. , 1989 .

[7]  J. Little.  Teachers’ Professional Development in a Climate of Educational Reform , 1993 .

[8]  Susan H. Fuhrman.  Designing Coherent Education Policy: Improving the System , 1993 .

[9]  J. Talbert,et al.  Contexts That Matter for Teaching and Learning: Strategic Opportunities for Meeting the Nation's Educational Goals. , 1993 .

[10]  R. Baillargeon.  How Do Infants Learn About the Physical World? , 1994 .

[11]  Kathleen E. Metz.  Reassessment of Developmental Constraints on Children’s Science Instruction , 1995 .

[12]  Kathleen E. Metz.  On the Complex Relation Between Cognitive Developmental Research and Children’s Science Curricula , 1997 .

[13]  William H. Schmidt,et al.  A splintered vision : an investigation of U.S. science and mathematics education , 1997 .

[14]  S. Loucks-Horsley.  Designing Professional Development for Teachers of Science and Mathematics , 1997 .

[15]  Vasilis Koulaidis,et al.  Teaching the Topic of the Particulate Nature of Matter in Prospective Teachers' Training Courses. , 1998 .

[16]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[17]  Wolff-Michael Roth,et al.  Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices , 1999 .

[18]  Benjamin S. Bloom,et al.  A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives , 2000 .

[19]  Andrew C. Porter,et al.  Does Professional Development Change Teaching Practice? Results from a Three-Year Study. , 2000 .

[20]  Jonathan A. Supovitz,et al.  The Effects of Professional Development on Science Teaching Practices and Classroom Culture , 2000 .

[21]  K. A. Renninger,et al.  Individual interest and its implications for understanding intrinsic motivation , 2000 .

[22]  Shirley Simon,et al.  Enhancing the quality of argument in school science , 2001 .

[23]  誼余夫 波多野,et al.  Young children's naive thinking about the biological world , 2002 .

[24]  Jo Ellen Roseman,et al.  How well do middle school science programs measure up? Findings from Project 2061's curriculum review , 2002 .

[25]  Rochel Gelman,et al.  Role of Learning in Cognitive Development , 2002 .

[26]  L. Schauble,et al.  Symbolic communication in mathematics and science: Co-constituting inscription and thought. , 2002 .

[27]  D. Medin,et al.  Cultural and experiential differences in the development of folkbiological induction , 2003 .

[28]  Thomas M. Dana,et al.  Secondary school physics teachers' conceptions of scientific evidence: An exploratory case study , 2003 .

[29]  K. Renninger.  Effort And Interest , 2003 .

[30]  F. Keil.  That’s Life: Coming to Understand Biology , 2003, Human Development.

[31]  Gillian H. Roehrig,et al.  Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences , 2003 .

[32]  Y. Munakata,et al.  Developmental cognitive neuroscience: progress and potential , 2004, Trends in Cognitive Sciences.

[33]  Kathleen E. Metz.  Children's Understanding of Scientific Inquiry: Their Conceptualization of Uncertainty in Investigations of Their Own Design , 2004 .

[34]  W. Schmidt,et al.  Curriculum coherence: an examination of US mathematics and science content standards from an international perspective , 2005 .

[35]  J. Bransford,et al.  How students learn : history, mathematics, and science in the classroom , 2005 .

[36]  J. Coley,et al.  Effects of Experience on Relational Inferences in Children: The Case of Folk Biology , 2005 .

[37]  Antonio Amorim.  Improving urban science education, new roles for teachers, students and researchers , 2006 .

[38]  C. W. Anderson,et al.  FOCUS ARTICLE: Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory , 2006 .

[39]  Pamela Van Scotter,et al.  The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications , 2006 .

[40]  Angela Calabrese Barton,et al.  Engaging Girls in Science , 2006 .

[41]  Andrzej Tarłowski.  If it's an animal it has axons: Experience and culture in preschool children's reasoning about animates , 2006 .

[42]  Shirley Simon,et al.  Learning to Teach Argumentation: Research and development in the science classroom , 2006 .

[43]  Giyoo Hatano,et al.  Young Children's Conception of the Biological World , 2006 .

[44]  Kathleen E. Metz.  The Knowledge Building Enterprises In Science And Elementary School Science Classrooms , 2006 .

[45]  Robert H. Tai,et al.  Planning Early for Careers in Science , 2006, Science.

[46]  E. Zielinski,et al.  PAPER PRESENTED AT THE ANNUAL MEETING OF THE NATIONAL ASSOCIATION FOR RESEARCH IN SCIENCE TEACHING , 2007 .

[47]  Daniel P. Shepardson,et al.  Teaching and Learning About Inquiry: Insights and Challenges in Professional Development , 2007 .

[48]  B. Brown,et al.  Double Talk: Synthesizing Everyday and Science Language in the Classroom. , 2008 .

[49]  Richard Lehrer,et al.  Supporting development of the epistemology of inquiry , 2008 .

[50]  Walter G. Secada,et al.  Urban Elementary School Teachers' Knowledge and Practices in Teaching Science to English Language Learners. , 2008 .

[51]  Richard T. White,et al.  Change in teachers' knowledge of subject matter: A 17‐year longitudinal study , 2008 .

[52]  Joseph Krajcik,et al.  Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning. , 2008 .

[53]  Edna Tan,et al.  Unpacking science for all through the lens of identities-in-practice: the stories of Amelia and Ginny , 2008 .

[54]  Ying-Shao Hsu,et al.  Learning about seasons in a technologically enhanced environment: The impact of teacher-guided and student-centered instructional approaches on the process of students' conceptual change , 2008 .

[55]  Joseph Krajcik,et al.  Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science , 2008 .

[56]  Maria Varelas,et al.  Urban primary‐grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation , 2008 .

[57]  Erin Marie Furtak,et al.  Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts , 2008 .

[58]  Jessica Thompson,et al.  How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms , 2008 .

[59]  B. Eylon,et al.  A longitudinal study of junior high school students' conceptions of the structure of materials , 2008 .

[60]  Christina V. Schwarz,et al.  Helping Elementary Preservice Teachers Learn to Use Curriculum Materials for Effective Science Teaching , 2008 .

[61]  Katherine L. McNeill,et al.  Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy , 2008 .

[62]  Scott P. McDonald,et al.  Enacting classroom inquiry: Theorizing teachers' conceptions of science teaching , 2008 .

[63]  Edward L. Smith,et al.  ``A sketch is like a sentence'': Curriculum structures that support teaching epistemic practices of science , 2008 .

[64]  Elizabeth A. van Es,et al.  Participants' Roles in the Context of a Video Club , 2009 .

[65]  Christina V. Schwarz,et al.  Developing preservice elementary teachers' knowledge and practices through modeling-centered scientific inquiry , 2009 .

[66]  Aaron Rogat,et al.  Learning Progressions in Science: An Evidence-Based Approach to Reform. CPRE Research Report # RR-63. , 2009 .

[67]  M. Scardamalia,et al.  Designs for Collective Cognitive Responsibility in Knowledge-Building Communities , 2009 .

[68]  S. Kirch.  Identifying and resolving uncertainty as a mediated action in science: A comparative analysis of the cultural tools used by scientists and elementary science students at work , 2009 .

[69]  Jamie N. Mikeska,et al.  Principled reasoning about problems of practice , 2009 .

[70]  Lisa A. Donnelly,et al.  High school science teachers' views of standards and accountability , 2009 .

[71]  S. Southerland,et al.  Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective , 2009 .

[72]  Carla Zembal-Saul,et al.  Learning to teach elementary school science as argument , 2009 .

[73]  Kimberly H. Lott,et al.  Inservice Elementary and Middle School Teachers’ Conceptions of Photosynthesis and Respiration , 2009 .

[74]  B. Reiser,et al.  Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners , 2009 .

[75]  E. Davis,et al.  Beginning teachers moving toward effective elementary science teaching , 2009 .

[76]  Julie A. Luft,et al.  Beginning Secondary Science Teachers in Different Induction Programmes: The first year of teaching , 2009 .

[77]  Lawrence P. Gallagher,et al.  Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation. , 2009 .

[78]  E. Howes,et al.  Journeys into Inquiry-Based Elementary Science: Literacy Practices, Questioning, and Empirical Study. , 2009 .

[79]  David E. Kanter,et al.  Doing the project and learning the content: Designing project-based science curricula for meaningful understanding† , 2009 .

[80]  Karen E. Irving,et al.  Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter , 2009 .

[81]  Ravit Golan Duncan,et al.  A Learning Progression for Deepening Students' Understandings of Modern Genetics across the 5th-10th Grades. , 2009 .

[82]  Shawn Y. Stevens,et al.  Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. , 2009 .

[83]  Kathleen E. Metz.  Elementary school teachers as ``targets and agents of change'': Teachers' learning in interaction with reform science curriculum , 2009 .

[84]  Katherine L. McNeill,et al.  A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts , 2010 .

[85]  Diana C. Rice,et al.  Discourse of Making Sense of Data: Implications for Elementary Teachers’ Science Education , 2010 .

[86]  Matthew J. Koehler,et al.  “Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research , 2010 .

[87]  Angela Calabrese Barton,et al.  Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom , 2010 .

[88]  George C. Bunch,et al.  Analyzing Language Demands Facing English Learners on Science Performance Assessments: The SALD Framework. , 2010 .

[89]  Michael Tomasello,et al.  Infant cognition , 2010, Current Biology.

[90]  Sandra K. Abell,et al.  Orientations to Science Teacher Professional Development: An Exploratory Study , 2010 .

[91]  Walter G. Secada,et al.  US Urban Elementary Teachers’ Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention , 2010 .

[92]  Susan A. Adler.  National curriculum standards for social studies : a framework for teaching, learning and assessment , 2010 .

[93]  Italo Testa,et al.  Improving Prospective Teachers’ Knowledge about Scientific Models and Modelling: Design and evaluation of a teacher education intervention , 2010 .

[94]  Jonathan Osborne,et al.  "Doing" Science versus "Being" a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science through the Lens of Identity. , 2010 .

[95]  Alandeom W. Oliveira.  Improving teacher questioning in science inquiry discussions through professional development , 2010 .

[96]  Diversity and equity in science education: Theory, research, and practice , 2010 .

[97]  R. G. Duncan,et al.  Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials , 2010 .

[98]  Detlef Urhahne,et al.  Role of the Teacher in Computer‐supported Collaborative Inquiry Learning , 2010 .

[99]  Joseph Krajcik,et al.  Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective , 2010 .

[100]  A. Berti,et al.  Children's Conceptions About the Origin of Species: A Study of Italian Children's Conceptions With and Without Instruction , 2010 .

[101]  Valarie L. Akerson,et al.  Teaching Nature of Science to K‐2 Students: What understandings can they attain? , 2010 .

[102]  Stacy Olitsky,et al.  Coherence, contradiction, and the development of school science identities , 2010 .

[103]  Ann S. Rosebery,et al.  “The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning , 2010 .

[104]  Jonathan Osborne,et al.  Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms , 2010 .

[105]  J. Osborne,et al.  Teaching and Learning Science as Argument , 2010 .

[106]  Gayle A. Buck,et al.  Making formative assessment discernable to pre‐service teachers of science , 2010 .

[107]  Albert Pilot,et al.  A framework for teaching scientific inquiry in upper secondary school chemistry , 2010 .

[108]  Bob Campbell,et al.  Talking Science: The research evidence on the use of small group discussions in science teaching , 2010 .

[109]  Nancy M. Trautmann,et al.  Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology , 2010 .

[110]  Hakan Akcay,et al.  The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains , 2010 .

[111]  Victor R. Lee.  How different variants of orbit diagrams influence student explanations of the seasons , 2010 .

[112]  Rodger W. Bybee,et al.  K-12 Engineering Education Standards: Opportunities and Barriers. , 2011 .

[113]  Richard Lehrer,et al.  Seeding Evolutionary Thinking by Engaging Children in Modeling Its Foundations. , 2012 .

[114]  D. Kuhn.  The development of causal reasoning. , 2012, Wiley interdisciplinary reviews. Cognitive science.

[115]  Helen R. Quinn,et al.  A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas , 2013 .

[116]  Paul Adams,et al.  Next Generation Science Standards , 2013 .

[117]  High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the 20th to the 21st Century , 2014 .

[118]  V. Sloutsky,et al.  Conceptual Development , 2014 .

[119]  W. McComas.  Benchmarks for Science Literacy , 2014 .