View in EDS

What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1071553
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rodriguez%2C+Alberto+J%2E%22">Rodriguez, Alberto J.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Sep 2015 52(7):1031-1051.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2015
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Opinion Papers<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tea.21232
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4308
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 38
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1071553
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1071553
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tea.21232
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 1031
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Policy Formation
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
    Titles:
      – TitleFull: What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rodriguez, Alberto J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 0022-4308
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Journal of Research in Science Teaching
              Type: main
ResultId 1