A Look at Core Ideas of Engineering and Technology Summary created by Fred Ende fendepnwbocesorg Regional Science Coordinator PutnamNorthern Westchester BOCES Likely New Standard Structure ID: 558765
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Next Generation Science StandardsA Look at Core Ideas of Engineering and Technology
Summary created by:
Fred Ende (fende@pnwboces.org)
Regional Science Coordinator
Putnam/Northern Westchester BOCESSlide2
“Likely” New Standard StructureThe Next Generation Science Standards (NGSS) will most likely be built around three pillars:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core IdeasSlide3
Why a Focus on Engineering?The “inspirational” reasons:
Builds the case for how science and engineering are necessary to address the world’s challenges
Will help build a larger workforce and further investment in the facets of STEM
The “practical” reasons:
Builds relevance by helping students see the application of many scientific concepts and ideas (though engineering should not be confused with “applied science”)
Helps expose students to engineering topics more regularly and at an earlier ageSlide4
What, Exactly, Is Engineering?Basically, any practice of design to achieve solutions to problems we encounter. These design practices result in “technologies” which are simply products created through the engineering process.
By comparison, “science” may or may not be driven by any immediate application, and argumentation in science usually strives to lead towards one “correct” answer, whereas in engineering there are often many “correct” solutions to design problems.Slide5
What Aspects of Engineering Will the Standards Focus On?The NGSS will address both practices and core content ideas.
See “Scientific and Engineering Practices” presentation for more information on the practices portion
Two main core content ideas will be addressed:
Engineering design and what that is
Interdependence and influence of science, engineering, and technology on the worldSlide6
Engineering Core Ideas Explored
Engineering Design
Defining and Delimiting an Engineering Problem
Developing Possible Solutions
Optimizing the Design Solution
Links Among Engineering, Technology, Science, and Society (STS-E)
Interdependence of Science, Engineering, and Technology
Influence of Engineering, Technology, and Science on Society and the Natural WorldSlide7
What Will Districts Need to Do to Address Engineering?
It seems unlikely that most districts will need to create new courses or entirely new curricula.
Some may choose to create courses specifically on engineering and STS-E, but most concepts can be integrated into pre-existing science and technology courses.
Teachers in the science and technology content areas should proactively discuss their curricula and the
Framework for K-12 Science Education
together to begin to get a sense of how they might collaborate on addressing new engineering standards.Slide8
What Will Districts Need to Do to Address Engineering?Staff development will be necessary, but can be accomplished in a number of efficient ways:
PLC’s that are department-based to explore
the Framework
, engineering/technology ed. texts, and current
curriculum.
District-wide/regional
workshops to focus on key aspects of
the NGSS
being developed as well as
to provide time
to “build” new lessons using
exemplars.
One local resource K-6 is SCIENCE 21. Email
fende@pnwboces.org
for exemplar lessons currently being drafted.Slide9
Current NGSS TimelineSlide10
ReferencesAchieve, Inc. (2011). Achieve Inc. Retrieved from:
http://www.nextgenscience.org
/
National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Retrieved from:
http://
www.nap.edu/catalog.php?record_id=13165
NSTA Learning Center. (2011). A Framework for K-12 Science Education: Retrieved from:
http://learningcenter.nsta.org/products/symposia_seminars/NLC/webseminarXI.aspx
Sneider
, Cary. (2011) Core Ideas of Engineering and Technology.
Science & Children
, 45 (5), 8-12.Slide11