What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards
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| Title: | What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards |
|---|---|
| Language: | English |
| Authors: | Rodriguez, Alberto J. |
| Source: | Journal of Research in Science Teaching. Sep 2015 52(7):1031-1051. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Opinion Papers Reports - Evaluative |
| Descriptors: | Science Education, Academic Standards, Educational Change, Constructivism (Learning), Educational Policy, Policy Formation, Discourse Analysis |
| DOI: | 10.1002/tea.21232 |
| ISSN: | 0022-4308 |
| Abstract: | In this paper, I offer a critique of "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (NRC, 2012) and of the "Next Generation Science Standards" (Achieve, 2013). While the new version of the science education standards and the arguments put forward to support them are an improvement from the previous version of the NRC Science Education Standards, we must pause and reflect on the implications on jumping on another education reform, fast moving train. Using sociotransformative constructivism as a guiding theoretical lens, I argued that the Conceptual Framework and NGSS documents fall short due to the lack of retrospection, the on-going contradictory discourses, and the lack of voice and representation in the development of these important policy documents. Suggestions for improvement and discussion are offered in hope that we might prevent the NGSS from having as little impact on teachers' practice and on students' learning as the previous version of the national science education standards had. |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2015 |
| Accession Number: | EJ1071553 |
| Database: | ERIC |
| Abstract: | In this paper, I offer a critique of "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (NRC, 2012) and of the "Next Generation Science Standards" (Achieve, 2013). While the new version of the science education standards and the arguments put forward to support them are an improvement from the previous version of the NRC Science Education Standards, we must pause and reflect on the implications on jumping on another education reform, fast moving train. Using sociotransformative constructivism as a guiding theoretical lens, I argued that the Conceptual Framework and NGSS documents fall short due to the lack of retrospection, the on-going contradictory discourses, and the lack of voice and representation in the development of these important policy documents. Suggestions for improvement and discussion are offered in hope that we might prevent the NGSS from having as little impact on teachers' practice and on students' learning as the previous version of the national science education standards had. |
|---|---|
| ISSN: | 0022-4308 |
| DOI: | 10.1002/tea.21232 |
