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Climbing Down: How the Next Generation Science Standards Diminish Scientific Literacy

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Title: Climbing Down: How the Next Generation Science Standards Diminish Scientific Literacy
Language: English
Authors: Helms, Jennifer, Nations, James, Randall, David, National Association of Scholars (NAS)
Source: National Association of Scholars. 2021.
Availability: National Association of Scholars. 221 Witherspoon Street 2nd Floor, Princeton, NJ 08542-3215. Tel: 609-683-7878; e-mail: nasonweb@nas.org; Web site: http://www.nas.org/
Peer Reviewed: N
Page Count: 98
Publication Date: 2021
Document Type: Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Standards, Science Curriculum, Scientific Literacy, Scientific Research, Teaching Methods, Science Education, Models, Educational History, Problems, Diversity, Equal Education, Kindergarten, Elementary Secondary Education, Pilot Projects, Skill Development, Knowledge Level, Science Process Skills
Abstract: America's most popular science curriculum, the Next Generation Science Standards (NGSS), fails students. This report details how the popular curriculum omits basic tenets of science, including the scientific method, and provides recommendations to correct deficiencies in the NGSS.
Abstractor: As Provided
Entry Date: 2021
Accession Number: ED612992
Database: ERIC
FullText Text:
  Availability: 0
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  Data: National Association of Scholars. 221 Witherspoon Street 2nd Floor, Princeton, NJ 08542-3215. Tel: 609-683-7878; e-mail: nasonweb@nas.org; Web site: http://www.nas.org/
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  Data: America's most popular science curriculum, the Next Generation Science Standards (NGSS), fails students. This report details how the popular curriculum omits basic tenets of science, including the scientific method, and provides recommendations to correct deficiencies in the NGSS.
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      – SubjectFull: Scientific Literacy
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