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| cross cutting concepts in science: A Framework for K-12 Science Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on a Conceptual Framework for New K-12 Science Education Standards, 2012-02-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. |
| cross cutting concepts in science: Crosscutting Concepts Jeffrey Nordine, Okhee Lee, 2021 If you've been trying to figure out how crosscutting concepts (CCCs) fit into three-dimensional learning, this in-depth resource will show you their usefulness across the sciences. Crosscutting Concepts: Strengthening Science and Engineering Learning is designed to help teachers at all grade levels (1) promote students' sensemaking and problem-solving abilities by integrating CCCs with science and engineering practices and disciplinary core ideas; (2) support connections across multiple disciplines and diverse contexts; and (3) use CCCs as a set of lenses through which students can learn about the world around them. The book is divided into the following four sections. Foundational issues that undergird crosscutting concepts. You'll see how CCCs can change your instruction, engage your students in science, and broaden access and inclusion for all students in the science classroom. An in-depth look at individual CCCs. You'll learn to use each CCC across disciplines, understand the challenges students face in learning CCCs, and adopt exemplary teaching strategies. Ways to use CCCs to strengthen how you teach key topics in science. These topics include the nature of matter, plant growth, and weather and climate, as well as engineering design. Ways that CCCs can enhance the work of science teaching. These topics include student assessment and teacher professional collaboration. Throughout the book, vignettes drawn from the authors' own classroom experiences will help you put theory into practice. Instructional Applications show how CCCs can strengthen your planning. Classroom Snapshots offer practical ways to use CCCs in discussions and lessons. No matter how you use this book to enrich your thinking, it will help you leverage the power of CCCs to strengthen students' science and engineering learning. As the book says, CCCs can often provide deeper insight into phenomena and problems by providing complementary perspectives that both broaden and sharpen our view on the rapidly changing world that students will inherit.-- |
| cross cutting concepts in science: Crosscutting Concepts Jeffrey Nordine, Okhee Lee, 2021 Maybe you have a good grasp of disciplinary core ideas and science and engineering practices-- critical parts of the Next Generation Science Standards-- but you are looking for more resources about integrating crosscutting concepts (CCCs). Or maybe you understand CCCs but want to know more about how to make them part of your students' toolkit for exploring science phenomena or engineering problems, both now and in the future. Regardless of your needs, Crosscutting Concepts is your guide. It shows how to design and implement three-dimensional instruction for all students by understanding the potential of CCCs to strengthen science and engineering teaching and learning. Crosscutting Concepts helps you do the following: * Grasp the foundational issues that undergird crosscutting concepts. You' ll find out how CCCs can change your instruction, engage your students, and broaden access and inclusion of all students into your science classroom. * Gain in-depth insights into individual crosscutting concepts. You' ll learn how to use each CCC across disciplines, understand the challenges students face in learning CCCs, and adopt exemplary teaching strategies. * Discover how CCCs can strengthen the way you teach key topics in science. These topics include the nature of matter, plant growth, and weather and climate, as well as engineering design. * Understand related implications for science teaching. These topics include student assessment and teacher professional collaboration. Throughout Crosscutting Concepts, vignettes drawn from the authors' own classroom experiences will help you put theory into practice. Instructional Applications show how CCCs can strengthen your planning. Classroom Snapshots feature practical ways to use CCCs in discussions and lessons. Useful for teachers at all grade levels, this book will enrich your own understanding while showing you how to use CCCs for both classroom teaching and real-world problem solving. |
| cross cutting concepts in science: Ambitious Science Teaching Mark Windschitl, Jessica Thompson, Melissa Braaten, 2020-08-05 2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them. |
| cross cutting concepts in science: Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices Christina V. Schwarz, Cynthia Passmore, Brian J. Reiser , 2017-01-31 When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you. |
| cross cutting concepts in science: Benchmarks for Science Literacy American Association for the Advancement of Science, 1994-01-06 Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century. |
| cross cutting concepts in science: Disciplinary Core Ideas Ravit Golan Duncan, Joseph S. Krajcik, Ann E. Rivet, 2016 Like all enthusiastic teachers, you want your students to see the connections between important science concepts so they can grasp how the world works now-- and maybe even make it work better in the future. But how exactly do you help them learn and apply these core ideas? Just as its subtitle says, this important book aims to reshape your approach to teaching and your students' way of learning. Building on the foundation provided by A Framework for K- 12 Science Education, which informed the development of the Next Generation Science Standards, the book' s four sections cover these broad areas: 1. Physical science core ideas explain phenomena as diverse as why water freezes and how information can be sent around the world wirelessly. 2. Life science core ideas explore phenomena such as why children look similar but not identical to their parents and how human behavior affects global ecosystems. 3. Earth and space sciences core ideas focus on complex interactions in the Earth system and examine phenomena as varied as the big bang and global climate change. 4. Engineering, technology, and applications of science core ideas highlight engineering design and how it can contribute innovative solutions to society' s problems. Disciplinary Core Ideas can make your science lessons more coherent and memorable, regardless of what subject matter you cover and what grade you teach. Think of it as a conceptual tool kit you can use to help your students learn important and useful science now-- and continue learning throughout their lives. |
| cross cutting concepts in science: Guide to Implementing the Next Generation Science Standards National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Guidance on Implementing the Next Generation Science Standards, 2015-03-27 A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century. |
| cross cutting concepts in science: A Vision and Plan for Science Teaching and Learning Brett Moulding, Rodger Bybee, Nicole Paulson, 2015-04-01 This book provides teachers with useful tools to help students understand science. The book translates current science education research from theory into classroom instruction. The experience of the authors with teachers was utilized to help translate research into what works for quality science teaching and learning. The book establishes the fundamentals for learning science in a simple, straightforward approach that teachers can successfully implement immediately with great success. The utility of the book comes from the way the big ideas for science are related to implementation in classroom instruction and the myriad of examples the book employs. The book is consistent with A Framework for K-12 Science Education and the Next Generation Science Standards; an obvious consequence of the authors being on the writing committees for A Framework for K-12 Science Education and Next Generation Science Standards (NGSS). The authors fully realize that all states, school districts, and classroom teachers will not implement the NGSS. However, these documents will have a significant influence on school programs and classroom practices. The book is structured to support professional teachers and professional learning communities. Questions are provided with each chapter to support reflection on the ideas presented in the chapter. Structuring the chapters for this purpose also leads to some redundancies, this is intentional and hopefully will not distract from the experience for those wishing to read the book cover to cover. |
| cross cutting concepts in science: The Science Teacher's Toolbox Tara C. Dale, Mandi S. White, 2020-04-28 A winning educational formula of engaging lessons and powerful strategies for science teachers in numerous classroom settings The Teacher’s Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors. The Science Teacher's Toolbox is a classroom-tested resource offering hundreds of accessible, student-friendly lessons and strategies that can be implemented in a variety of educational settings. Concise chapters fully explain the research basis, necessary technology, Next Generation Science Standards correlation, and implementation of each lesson and strategy. Favoring a hands-on approach, this bookprovides step-by-step instructions that help teachers to apply their new skills and knowledge in their classrooms immediately. Lessons cover topics such as setting up labs, conducting experiments, using graphs, analyzing data, writing lab reports, incorporating technology, assessing student learning, teaching all-ability students, and much more. This book enables science teachers to: Understand how each strategy works in the classroom and avoid common mistakes Promote culturally responsive classrooms Activate and enhance prior knowledge Bring fresh and engaging activities into the classroom and the science lab Written by respected authors and educators, The Science Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students is an invaluable aid for upper elementary, middle school, and high school science educators as well those in teacher education programs and staff development professionals. |
| cross cutting concepts in science: Seeing Students Learn Science National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Science Education, Heidi Schweingruber, Alexandra Beatty, 2017-03-24 Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their Kâ€12 science classes have not really had the chance to do science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessmentsâ€whatever their purposeâ€cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually. |
| cross cutting concepts in science: STEM-Infusing the Elementary Classroom Miranda Talley Reagan, 2016-02-19 Make learning relevant with STEM essential questions This engaging, teacher-friendly guide helps teachers quickly and confidently infuse STEM concepts into all content areas. Real-world vignettes, sample lesson templates, discussion questions and immediately applicable action steps help you seamlessly promote college and career ready skills. Use this inspiring guide to: Deepen all content areas, including English/ Language Arts Promote the 4Cs: communication, collaboration, critical thinking, and creativity Require students to take risks to solve problems Differentiate instruction and scaffold support Expand students’ specific measurable capabilities Incorporate design skills into the curricula Save valuable time and confidently develop standards-aligned STEM projects in all content areas! |
| cross cutting concepts in science: Native Science Gregory Cajete, 2000 Cajete examines the multiple levels of meaning that inform Native astronomy, cosmology, psychology, agriculture, and the healing arts. Unlike the western scientific method, native thinking does not isolate an object or phenomenon in order to understand it, but perceives it in terms of relationship. An understanding of the relationships that bind together natural forces and all forms of life has been fundamental to the ability of indigenous peoples to live for millennia in spiritual and physical harmony with the land. It is clear that the first peoples offer perspectives that can help us work toward solutions at this time of global environmental crisis. |
| cross cutting concepts in science: Recapturing a Future for Space Exploration National Research Council, Division on Engineering and Physical Sciences, Aeronautics and Space Engineering Board, Space Studies Board, Committee for the Decadal Survey on Biological and Physical Sciences in Space, 2012-01-30 More than four decades have passed since a human first set foot on the Moon. Great strides have been made in our understanding of what is required to support an enduring human presence in space, as evidenced by progressively more advanced orbiting human outposts, culminating in the current International Space Station (ISS). However, of the more than 500 humans who have so far ventured into space, most have gone only as far as near-Earth orbit, and none have traveled beyond the orbit of the Moon. Achieving humans' further progress into the solar system had proved far more difficult than imagined in the heady days of the Apollo missions, but the potential rewards remain substantial. During its more than 50-year history, NASA's success in human space exploration has depended on the agency's ability to effectively address a wide range of biomedical, engineering, physical science, and related obstacles-an achievement made possible by NASA's strong and productive commitments to life and physical sciences research for human space exploration, and by its use of human space exploration infrastructures for scientific discovery. The Committee for the Decadal Survey of Biological and Physical Sciences acknowledges the many achievements of NASA, which are all the more remarkable given budgetary challenges and changing directions within the agency. In the past decade, however, a consequence of those challenges has been a life and physical sciences research program that was dramatically reduced in both scale and scope, with the result that the agency is poorly positioned to take full advantage of the scientific opportunities offered by the now fully equipped and staffed ISS laboratory, or to effectively pursue the scientific research needed to support the development of advanced human exploration capabilities. Although its review has left it deeply concerned about the current state of NASA's life and physical sciences research, the Committee for the Decadal Survey on Biological and Physical Sciences in Space is nevertheless convinced that a focused science and engineering program can achieve successes that will bring the space community, the U.S. public, and policymakers to an understanding that we are ready for the next significant phase of human space exploration. The goal of this report is to lay out steps and develop a forward-looking portfolio of research that will provide the basis for recapturing the excitement and value of human spaceflight-thereby enabling the U.S. space program to deliver on new exploration initiatives that serve the nation, excite the public, and place the United States again at the forefront of space exploration for the global good. |
| cross cutting concepts in science: Discipline-Based Education Research National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research, 2012-08-27 The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups. |
| cross cutting concepts in science: Interdisciplinarity in the Making Nancy J. Nersessian, 2022-11-22 A cognitive ethnography of how bioengineering scientists create innovative modeling methods. In this first full-scale, long-term cognitive ethnography by a philosopher of science, Nancy J. Nersessian offers an account of how scientists at the interdisciplinary frontiers of bioengineering create novel problem-solving methods. Bioengineering scientists model complex dynamical biological systems using concepts, methods, materials, and other resources drawn primarily from engineering. They aim to understand these systems sufficiently to control or intervene in them. What Nersessian examines here is how cutting-edge bioengineering scientists integrate the cognitive, social, material, and cultural dimensions of practice. Her findings and conclusions have broad implications for researchers in philosophy, science studies, cognitive science, and interdisciplinary studies, as well as scientists, educators, policy makers, and funding agencies. In studying the epistemic practices of scientists, Nersessian pushes the boundaries of the philosophy of science and cognitive science into areas not ventured before. She recounts a decades-long, wide-ranging, and richly detailed investigation of the innovative interdisciplinary modeling practices of bioengineering researchers in four university laboratories. She argues and demonstrates that the methods of cognitive ethnography and qualitative data analysis, placed in the framework of distributed cognition, provide the tools for a philosophical analysis of how scientific discoveries arise from complex systems in which the cognitive, social, material, and cultural dimensions of problem-solving are integrated into the epistemic practices of scientists. Specifically, she looks at how interdisciplinary environments shape problem-solving. Although Nersessian’s case material is drawn from the bioengineering sciences, her analytic framework and methodological approach are directly applicable to scientific research in a broader, more general sense, as well. |
| cross cutting concepts in science: The Process of Science, Revised Edition Anthony Carpi Anne Egger, 2011 Through a series of examples drawn from biology, climate science, geology, environmental science, and other disciplines, the chapters in this book demystify the process of science, and the work that scientists do. The authors highlight the many methods used in science and the common characteristics that unite them all as science. The examples illustrate that science is a human endeavor, and research is enriched and enlivened by the diversity of scientists themselves. This book is an excellent companion to any college-level introductory science course, emphasizing how we know what we know. It will also serve as an invaluable resource for undergraduate students preparing to do research for the first time or for anyone who might be interested in learning more about the process of science and scientific research. -- Book blurb. |
| cross cutting concepts in science: The Fourth Industrial Revolution Klaus Schwab, 2017-01-03 World-renowned economist Klaus Schwab, Founder and Executive Chairman of the World Economic Forum, explains that we have an opportunity to shape the fourth industrial revolution, which will fundamentally alter how we live and work. Schwab argues that this revolution is different in scale, scope and complexity from any that have come before. Characterized by a range of new technologies that are fusing the physical, digital and biological worlds, the developments are affecting all disciplines, economies, industries and governments, and even challenging ideas about what it means to be human. Artificial intelligence is already all around us, from supercomputers, drones and virtual assistants to 3D printing, DNA sequencing, smart thermostats, wearable sensors and microchips smaller than a grain of sand. But this is just the beginning: nanomaterials 200 times stronger than steel and a million times thinner than a strand of hair and the first transplant of a 3D printed liver are already in development. Imagine “smart factories” in which global systems of manufacturing are coordinated virtually, or implantable mobile phones made of biosynthetic materials. The fourth industrial revolution, says Schwab, is more significant, and its ramifications more profound, than in any prior period of human history. He outlines the key technologies driving this revolution and discusses the major impacts expected on government, business, civil society and individuals. Schwab also offers bold ideas on how to harness these changes and shape a better future—one in which technology empowers people rather than replaces them; progress serves society rather than disrupts it; and in which innovators respect moral and ethical boundaries rather than cross them. We all have the opportunity to contribute to developing new frameworks that advance progress. |
| cross cutting concepts in science: Communicating Science Effectively National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on the Science of Science Communication: A Research Agenda, 2017-03-08 Science and technology are embedded in virtually every aspect of modern life. As a result, people face an increasing need to integrate information from science with their personal values and other considerations as they make important life decisions about medical care, the safety of foods, what to do about climate change, and many other issues. Communicating science effectively, however, is a complex task and an acquired skill. Moreover, the approaches to communicating science that will be most effective for specific audiences and circumstances are not obvious. Fortunately, there is an expanding science base from diverse disciplines that can support science communicators in making these determinations. Communicating Science Effectively offers a research agenda for science communicators and researchers seeking to apply this research and fill gaps in knowledge about how to communicate effectively about science, focusing in particular on issues that are contentious in the public sphere. To inform this research agenda, this publication identifies important influences †psychological, economic, political, social, cultural, and media-related †on how science related to such issues is understood, perceived, and used. |
| cross cutting concepts in science: SEL from the Start: Building Skills in K-5 (Social and Emotional Learning Solutions) Sara E. Rimm-Kaufman, 2020-11-24 Lessons to begin using from the first day of school. Teachers are trained to manage misbehavior in the classroom, but receive little guidance about how to cultivate positive, prosocial behavior. With this book in hand, elementary teachers will be ready to launch the school year with confidence, using the concrete strategies in each chapter for improving students’ SEL skills in the five categories defined by CASEL (the Collaborative for Academic, Social, and Emotional Learning): communication skills, emotion management, emotional awareness, social awareness, and decision-making skills. This handy guide breaks down instruction of these skills into small, sequenced steps, making it easy to foster students’ skills from the start of school and build on them as the year progresses. |
| cross cutting concepts in science: Taking Science to School National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on Science Learning, Kindergarten Through Eighth Grade, 2007-04-16 What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of scienceâ€about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science educationâ€teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. |
| cross cutting concepts in science: A Research Agenda for Transforming Separation Science National Academies of Sciences, Engineering, and Medicine, Division on Earth and Life Studies, Board on Chemical Sciences and Technology, Committee on a Research Agenda for a New Era in Separation Science, 2019-10-30 Separation science plays a critical role in maintaining our standard of living and quality of life. Many industrial processes and general necessities such as chemicals, medicines, clean water, safe food, and energy sources rely on chemical separations. However, the process of chemical separations is often overlooked during product development and this has led to inefficiency, unnecessary waste, and lack of consensus among chemists and engineers. A reevaluation of system design, establishment of standards, and an increased focus on the advancement of separation science are imperative in supporting increased efficiency, continued U.S. manufacturing competitiveness, and public welfare. A Research Agenda for Transforming Separation Science explores developments in the industry since the 1987 National Academies report, Separation and Purification: Critical Needs and Opportunities. Many needs stated in the original report remain today, in addition to a variety of new challenges due to improved detection limits, advances in medicine, and a recent emphasis on sustainability and environmental stewardship. This report examines emerging chemical separation technologies, relevant developments in intersecting disciplines, and gaps in existing research, and provides recommendations for the application of improved separation science technologies and processes. This research serves as a foundation for transforming separation science, which could reduce global energy use, improve human and environmental health, and advance more efficient practices in various industries. |
| cross cutting concepts in science: Enhancing the Effectiveness of Team Science National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Science of Team Science, 2015-07-15 The past half-century has witnessed a dramatic increase in the scale and complexity of scientific research. The growing scale of science has been accompanied by a shift toward collaborative research, referred to as team science. Scientific research is increasingly conducted by small teams and larger groups rather than individual investigators, but the challenges of collaboration can slow these teams' progress in achieving their scientific goals. How does a team-based approach work, and how can universities and research institutions support teams? Enhancing the Effectiveness of Team Science synthesizes and integrates the available research to provide guidance on assembling the science team; leadership, education and professional development for science teams and groups. It also examines institutional and organizational structures and policies to support science teams and identifies areas where further research is needed to help science teams and groups achieve their scientific and translational goals. This report offers major public policy recommendations for science research agencies and policymakers, as well as recommendations for individual scientists, disciplinary associations, and research universities. Enhancing the Effectiveness of Team Science will be of interest to university research administrators, team science leaders, science faculty, and graduate and postdoctoral students. |
| cross cutting concepts in science: Engaging Students in Science Investigations Using GRC Brett Moulding, Kenneth Huff, William van der Veen, 2020-05-15 Engaging Students in Science Investigation Using GRC: Science Instruction Consistent with the Framework and NGSS Teachers can create a learning environment that piques student curiosity and engages learners in science investigations to make sense of phenomena. The Gather, Reason, Communicate Reasoning (GRC) method provides an effective instructional sequence consistent with the research on how students learn science. This book provides teachers of science with specific guidance and examples for how to improve science teaching and learning consistent with the vision for science education presented in the Framework, NGSS, and three-dimensional state standards. |
| cross cutting concepts in science: Learning Science in Informal Environments National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on Learning Science in Informal Environments, 2009-05-27 Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. |
| cross cutting concepts in science: Elevate Science Zipporah Miller, Michael J. Padilla, Michael Wysession, 2019 |
| cross cutting concepts in science: Teaching Science As Inquiry Joel E. Bass, Terry L. Contant, Arthur A. Carin, 2015-01 Rev. ed. of: Teaching science as inquiry / Arthur A. Carin. 11th ed. 2009. |
| cross cutting concepts in science: America's Lab Report National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on High School Laboratories: Role and Vision, 2006-01-20 Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum-and how that can be accomplished. |
| cross cutting concepts in science: Science Content Standards for California Public Schools California. Department of Education, California. State Board of Education, 2000 Represents the content of science education and includes the essential skills and knowledge students will need to be scientically literate citizens. Includes grade-level specific content for kindergarten through eighth grade, with sixth grade focus on earth science, seventh grade focus on life science, eighth grade focus on physical science. Standards for grades nine through twelve are divided into four content strands: physics, chemistry, biology/life sciences, and earth sciences. |
| cross cutting concepts in science: Problem-based Learning in the Life Science Classroom, K-12 Tom J. McConnell, Joyce Parker, Janet Eberhardt, 2016 Problem-Based Learning in the Life Science Classroom, K- 12 offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K- 12 learners to immerse themselves in analyzing problems, asking questions, posing hypotheses, finding needed information, and then constructing a proposed solution. In addition to complete lesson plans supporting the Next Generation Science Standards, the book offers extensive examples, instructions, and tips. The lessons cover four categories: life cycles, ecology, genetics, and cellular metabolism. But Problem-Based Learning in the Life Science Classroom, K- 12 doesn' t just explain why, how, and when to implement problem-based learning (PBL). It also provides you with what many think is the trickiest part of the approach: rich, authentic problems. The authors facilitated the National Science Foundation- funded PBL Project for Teachers and used the problems in their own science teaching, so you can be confident that the problems and the approach are teacher tested and approved. |
| cross cutting concepts in science: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| cross cutting concepts in science: Translating the NGSS for Classroom Instruction Rodger W. Bybee, 2016-06-01 Written for everyone from teachers to school administrators to district and state science coordinators, this resource offers essential guidance on how the Next Generation Science Standards (NGSS) standards fit with your curriculum, instruction, and assessments. |
| cross cutting concepts in science: Handbook of Research on STEM Education Carla C. Johnson, Margaret J. Mohr-Schroeder, Tamara J. Moore, Lyn D. English, 2020-04-27 The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date. |
| cross cutting concepts in science: Uncovering Student Ideas in Life Science Page Keeley, 2011 Author Page Keeley continues to provide KOCo12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroomOCothe formative assessment probeOCoin this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series. Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology. |
| cross cutting concepts in science: Teach Students How to Learn Saundra Yancy McGuire, 2023-07-03 Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory. |
| cross cutting concepts in science: Good Practice In Science Teaching: What Research Has To Say Osborne, Jonathan, Dillon, Justin, 2010-05-01 This volume provides a summary of the findings that educational research has to offer on good practice in school science teaching. It offers an overview of scholarship and research in the field, and introduces the ideas and evidence that guide it. |
| cross cutting concepts in science: Microservices Patterns Chris Richardson, 2018-10-27 A comprehensive overview of the challenges teams face when moving to microservices, with industry-tested solutions to these problems. - Tim Moore, Lightbend 44 reusable patterns to develop and deploy reliable production-quality microservices-based applications, with worked examples in Java Key Features 44 design patterns for building and deploying microservices applications Drawing on decades of unique experience from author and microservice architecture pioneer Chris Richardson A pragmatic approach to the benefits and the drawbacks of microservices architecture Solve service decomposition, transaction management, and inter-service communication Purchase of the print book includes a free eBook in PDF, Kindle, and ePub formats from Manning Publications. About The Book Microservices Patterns teaches you 44 reusable patterns to reliably develop and deploy production-quality microservices-based applications. This invaluable set of design patterns builds on decades of distributed system experience, adding new patterns for composing services into systems that scale and perform under real-world conditions. More than just a patterns catalog, this practical guide with worked examples offers industry-tested advice to help you design, implement, test, and deploy your microservices-based application. What You Will Learn How (and why!) to use microservices architecture Service decomposition strategies Transaction management and querying patterns Effective testing strategies Deployment patterns This Book Is Written For Written for enterprise developers familiar with standard enterprise application architecture. Examples are in Java. About The Author Chris Richardson is a Java Champion, a JavaOne rock star, author of Manning’s POJOs in Action, and creator of the original CloudFoundry.com. Table of Contents Escaping monolithic hell Decomposition strategies Interprocess communication in a microservice architecture Managing transactions with sagas Designing business logic in a microservice architecture Developing business logic with event sourcing Implementing queries in a microservice architecture External API patterns Testing microservices: part 1 Testing microservices: part 2 Developing production-ready services Deploying microservices Refactoring to microservices |
| cross cutting concepts in science: COMING OF AGE IN SAMOA MARGARET. MEAD, 2019 |
| cross cutting concepts in science: Proficiency Scales for the New Science Standards Robert J, Marzano, David C. Yanoski, 2015-08-17 Transform an in-depth understanding of the new science standards into successful classroom practice. You’ll learn how to align instruction and assessment with the science standards and create proficiency scales that can be used to plan all types of lessons. Discover hundreds of ready-to-use proficiency scales derived from the Next Generation Science Standards that are applicable to specific areas of science instruction. |
| cross cutting concepts in science: Supporting Grade 5-8 Students in Constructing Explanations in Science Katherine L. McNeill, Joseph S. Krajcik, 2012 I would encourage others to use [this book] as a resource for a professional learning community or department discussion group and the like... absolutely I would recommend it---why? It is simply good for our students' developing understanding of science...---Pamela M. Pelletier, Senior Program Director, Science K-12, Boston Public Schools, Boston, Massachusetts -- |
Jesus and the Cross - Biblical Archaeology Society
Jan 26, 2025 · The cross remains as you said, as a symbol of the degradation and suffering that Jesus submitted his body as a sacrifice for the sins of humanity. The cross with or without the …
How Was Jesus Crucified? - Biblical Archaeology Society
Apr 16, 2025 · Gospel accounts of Jesus’s execution do not specify how exactly Jesus was secured to the cross. Yet in Christian tradition, Jesus had his palms and feet pierced with …
Roman Crucifixion Methods Reveal the History of Crucifixion
Aug 17, 2024 · Nailing to a cross is “less severe” and “less humiliating” as the condemned dies within a day from loss of blood. Tying to a cross is the most severe form of punishment usually …
The Staurogram - Biblical Archaeology Society
Sep 24, 2024 · But the cross had nothing to do with Jesus Christ. The New Catholic Encyclopedia explains: “The cross is found in both pre-Christian and non-Christian cultures.” Jesus did not …
Ancient Crucifixion Images - Biblical Archaeology Society
Mar 15, 2025 · The cross is the ultimate symbol for the crucifixion of Christ. I give out pennies with the cross punched in them and tell people whether you are an atheist, Muslim, Moonie, etc. …
What is the difference between cross_validate and cross_val_score?
Mar 11, 2021 · Note: When the cv argument is an integer, cross_val_score uses the KFold or StratifiedKFold strategies by default, the latter being used if the estimator derives from …
A Tomb in Jerusalem Reveals the History of Crucifixion and Roman ...
Aug 6, 2024 · The second device added to the cross was the suppedaneum, or foot support. It was less painful than the sedile, but it also prolonged the victim’s agony. Ancient historians …
When to use cross-validation? - Data Science Stack Exchange
Jan 23, 2021 · Cross-validation. Hi, I'm deploying machine learning models in my MSc thesis using Weka. I have noticed that when I use 10-fold cross-validation in the training dataset I get …
Cross validation - Data Science Stack Exchange
Apr 17, 2024 · Then cross-validation is only applied to the training data as it is part of the training process. The other issue raised in the linked post do not seem to me specific to cross …
Nested-cross validation pipeline and confidence intervals
Nov 26, 2024 · However, I would like to point out that the "class imbalance problem" is not at all the big problem that it is sometimes made out to be. See the following two threads over at …
Jesus and the Cross - Biblical Archaeology Society
Jan 26, 2025 · The cross remains as you said, as a symbol of the degradation and suffering that Jesus submitted his body as a sacrifice for the sins of humanity. The cross with or without the …
How Was Jesus Crucified? - Biblical Archaeology Society
Apr 16, 2025 · Gospel accounts of Jesus’s execution do not specify how exactly Jesus was secured to the cross. Yet in Christian tradition, Jesus had his palms and feet pierced with …
Roman Crucifixion Methods Reveal the History of Crucifixion
Aug 17, 2024 · Nailing to a cross is “less severe” and “less humiliating” as the condemned dies within a day from loss of blood. Tying to a cross is the most severe form of punishment usually …
The Staurogram - Biblical Archaeology Society
Sep 24, 2024 · But the cross had nothing to do with Jesus Christ. The New Catholic Encyclopedia explains: “The cross is found in both pre-Christian and non-Christian cultures.” Jesus did not …
Ancient Crucifixion Images - Biblical Archaeology Society
Mar 15, 2025 · The cross is the ultimate symbol for the crucifixion of Christ. I give out pennies with the cross punched in them and tell people whether you are an atheist, Muslim, Moonie, etc. …
What is the difference between cross_validate and cross_val_score?
Mar 11, 2021 · Note: When the cv argument is an integer, cross_val_score uses the KFold or StratifiedKFold strategies by default, the latter being used if the estimator derives from …
A Tomb in Jerusalem Reveals the History of Crucifixion and Roman ...
Aug 6, 2024 · The second device added to the cross was the suppedaneum, or foot support. It was less painful than the sedile, but it also prolonged the victim’s agony. Ancient historians …
When to use cross-validation? - Data Science Stack Exchange
Jan 23, 2021 · Cross-validation. Hi, I'm deploying machine learning models in my MSc thesis using Weka. I have noticed that when I use 10-fold cross-validation in the training dataset I get …
Cross validation - Data Science Stack Exchange
Apr 17, 2024 · Then cross-validation is only applied to the training data as it is part of the training process. The other issue raised in the linked post do not seem to me specific to cross …
Nested-cross validation pipeline and confidence intervals
Nov 26, 2024 · However, I would like to point out that the "class imbalance problem" is not at all the big problem that it is sometimes made out to be. See the following two threads over at …
