Inspirations from the Next Generation Science Standards (USA)

From NGSS ,2013

Next Generation Science Standards (USA) ????

Introduction (1)--Historical

• In the past, most U.S. states include Inquiry Process Skills in their Science Education Standards (National Science Education Standard 1996)

• Before 2012, most U.S. states had standards that did not clearly integrate inquiry and content.

• In 2012, the National Research Council published the Framework:

“A FRAMEWORK FOR K-12 SCIENCE EDUCATION --Practices, Crosscutting Concepts, and Core Ideas”

Introduced Scientific and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas

Introduction(2)-Background• Other observation(1)

• The configuration of inquiry classrooms typically allows students to explore the relationship between two variables (e.g. how the mass of a toy car affect its velocity going down a ramp), but often this empirical exploration is not taking place in an ongoing process of questioning, developing, and refining explanatory knowledge about the world.

• Testing and confirming or disconfirming hypotheses is part of science, BUT these actions will become more meaningful by being a part of the broader work of building explanatory models and theories.

• Thus, the idea of taking inquiry in science beyond designing investigations and testing hypothesis has led to the fuller articulation of inquiry as described in the Framework and NGSS.

Introduction(3)-Background• Other observation(2)—Some teachers reflections

• Science textbooks and lab assignments are often written in a more “cookbook” way, so they need to be supplemented and adapted to incorporate more student-driven and authentic science activities.

• The assignments ranged from ones in which the students chose their own topic to research. The type of enthusiasm I witnessed has rarely, if ever, occurred during “cookbook labs” using worksheets …..

• We did not want to present it as a “cookbook” type of lab with step-by-step instruction…..

• When I started, many of my labs were still “cookbook” style, with the outcome already known before doing the lab..

Introduction(4)-Background• The rationales of the Framework

• Build on research finding, take the successes and limitations of Inquiry Classrooms.

• The focus on practices as a kind of Inquiry 2.0 ― NOT a replacement for inquiry but rather a second wave that articulates more clearly what successful inquiry looks like when it results in building scientific knowledge.

• Science literacy is achieved when science and engineering practices are integrated with disciplinary core ideas.

• Engaging in the practices of science help students understand how scientific knowledge develops and appreciate the wide range of approaches that are used to investigate, model and explain the physical world.

The three spheres of activity of scientists and engineers

• Understand the natural world

• Solve problems encountered in our livings

From: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012,p.45

Organizing the practices (from DIVE IN – Immersion of Science Practices for High School Students)

A BIG Experiment

• An experiment was done to measure the speed of light, speed of sound in ground and in air.

• https://www.youtube.com/watch?v=q9ezMbDpIHI(from 00:50 to 4:11)

• Any questions for evaluating the experiment did?

• Similar Experiment can be done to enrich the knowledge of science

Organizing the practices (from DIVE IN – Immersion of

Science Practices for High School Students)

(5) May also be involved

The science practices

• Asking questions

• Planning and carrying out investigation

• Analyzing and interpreting data

• Using mathematics and computational thinking

• Developing and using models (models should contain organized science ideas)

• Constructing explanations (explanation should based on theories/models)

• Engaging in argument from evidence

• Obtaining, evaluating and communication information

PHYSICALWORLD

T

ES

Science Community

Explaining (Reasoning and predicting based

on evidence and theories/models)

Investigating(Experimenting and

collecting Data) 7. Obtaining, evaluating and communicating information

8. Engaging in argument from evidence

(Scientific) Knowledge

Enriching Cross-cutting concept/Disciplinary concept

1. Asking Questions

3. Planning and carrying out investigations

5. Using mathematics and computational thinking

2. Developing and using models

4. Analyzing and interpreting data

6. Constructing explanations

[May also involve (5)]

Cognitive activities

Evaluating and Critiquing (based on evidence and Information)

Science Resources

From NGSS ,2013

What are Science, Engineering and Technology ?• 3 key terms defined in broad ways (Putting the E in STEM in Teaching and Learning, p.3)

• Science is usually defined as both knowledge of how the natural world works as well as the practices we employ to determine those understanding

• Engineering is a systematic and often iterative approach to designingobjects, processes, and systems to meet human needs and wants. (NRC,2012 p.202)

• Technology is the product of engineering. Technologies result when engineers apply their understanding of the natural world and of human behavior to design ways to satisfy human needs and wants. (NRC, 2012,p.12)

Science, Technology and Engineering

• Science and Engineering EducationThe interconnectedness of science and technology has resulted in a greater emphasis on the integration of engineering into the teaching of science. To that end, A Framework for K-12 Science Education states, “We are convinced that engagement in the practices of engineering design is as much a part of learning science as engagement in the practices of science” (NRC,2012, p.12)

• A way of providing opportunities for learning science and engineering is engaging in science practices and engineering practices

Science Practices and Engineering PracticesSimplified version:• Asking questions (for science) and defining problems (for engineering)• Developing and using models (For science: models should contain organized science ideas)

(For engineering: using models to simulates existing and proposed solutions)

• Planning and carrying out investigation• Analyzing and interpreting data• Using mathematics and computational thinking• Constructing explanations (for science) and designing solutions (for engineering)

(For science: explanation should based on accepted theories/models)

(For engineering: designed solution should address the constraints and criteria of the problems concerned)

• Engaging in argument from evidence• Obtaining, evaluating and communication information

Crosscutting Concepts in Science and Engineering

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and functions

7. Stability and change

ENGINEERING DESIGN PROCESS

• Science inquiry and engineering design share very similar practices and cross cutting concepts• The two processes can be coupled together in some situations

Science Inquiry

Photo source: http://spartanteched.wikispaces.com/Engineering+Design+Process+-+Remember+the+order

PHYSICALWORLD

TS

SS.T.E.M Community

Explainingmaking sense)

(Reasoning and predicting based

on evidence and theories/models)

Investigating(Experimenting and

collecting Data) 7. Obtaining, evaluating and communicating information

8. Engaging in argument from evidence

KnowledgeEnriching Cross-cutting concept/Disciplinary concept

1. Asking Questions/ Defining Problems

3. Planning and carrying out investigations

5. Using mathematics and computational thinking

2. Developing and using models

4. Analyzing and interpreting data

6. Constructing explanations /Designing solutions

[May also involve (5)]

Cognitive activities

Evaluating and Critiquing (based on evidence and Information)

S.T.E.M ResourcesE

S.T.E.M. Literate

From S.T.E.M. Education to STEM Education

• As Technology and Engineering rely on the application of science on addressing human needs and wants, these disciplines are very closely related, and the use of mathematical and computational thinking is one of the important science and engineering practices, the integration of these four disciplines are very common in real world problem solving.

• The inclusion of Science and Engineering practices, mathematical and computational thinking in NGSS lay the foundation for the integration of the four disciplines thus moving from S.T.E.M. Education to STEM Education.

What is STEM Education ?(1)

• STEM is an acronym that refers collectively to the academicdisciplines of Science, Technology, Engineering and Mathematics.

In response to the changing needs in our society and the rapideconomic, scientific and technological developments in the 21stcentury, it is essential to promote STEM education and hence equipour students with the capability to meet the changes and challengesin society and around the world. (Report on Promotion of STEM Education –Unleashing Potential in Innovation, EDB Hong Kong,2016, p.1)

What is STEM Education ?(2)

• Is STEM Education a mean or an end ?

• STEM Education is a mean to ……

“Apart from [1]cultivating students’ interest in Science, Technology and Mathematics, and[2]developing among them a solid knowledge base, we aim to [3]strengthen students’ abilityto integrate and apply knowledge and skills across different STEM disciplines, and [4]tonurture their creativity, collaboration and problem solving skills, as well as [5]to foster theirinnovation and entrepreneurial spirit as required in the 21st century.

Through the promotion of STEM education in schools, we aim [6]to nurture a versatile poolof talents with different sets and levels of skills[7] to enhance the competitiveness of HongKong.” (Report on Promotion of STEM Education – Unleashing Potential in Innovation, EDB Hong Kong, 2016, p.i)

• What these ends mean to school education? Are there priorities among them?

What is STEM Education ?(3)

STEM Education Outcomes and 21 Century Skills

•Creativity and innovation•Applying knowledge and skills •Using technology (IT, Media, etc.)

•Communication•Problem-solving •Collaboration•Critical thinking

What is STEM Education ?(4)• One of the problematic issues for curriculum development in STEM

Education lies in the different interpretation of STEM education. STEMeducation has been defined variously ranging from disciplinary throughtransdisciplinary approaches.

• Although the STEM acronym was initially coined to highlight theimportance of the respective disciplines, the interdisciplinary nature of theworld we live and work demand a broadening of STEM education andresearch. Interdisciplinary and transdisciplinary approaches to STEMresearch are emerging in the literature. (English, International J. of STEM Education, 2016, 3-

11)

What is STEM Education ?(5)• The STEM Task Force Report (California Education Department, 2014,p.7) adopt the view

that STEM education is far more than a “convenient integration” of its four disciplines,rather it encompasses “real world, problem based learning” that links the disciplines“through cohesive and active teaching and learning approaches”. The report also showedtheir understanding that these subjects cannot and should not be taught in isolation, justas they do not exist in isolation in the real world or the workforce. This report showed astrong sense of integration.

• In Hong Kong, EDB proposed two approaches for organizing STEM related learning activities in the 2016 report on Promoting STEM Education:

Approach 1: Learning activities based on topics of a KLA for students to integrate relevant earning elements from other KLAs.

Approach 2: Projects for students to integrate relevant learning elements from different KLAs.

Both approaches involve integration.

Furthermore, student-centered pedagogy and hands-on experiences are emphasized.

What is STEM Education ?(6)A more comprehensive perspective on STEM integration is featured in Vasquez’s work. (STEM: beyond the acronym. Educational Leadership, Dec./Jan.,10-16)

What is STEM Education ?(7)

• According to Vasquez’s, STEM can take various forms and degree of integration. But all STEM learning does have one thing in common—it gives students opportunities to apply the skills and knowledge they have learned. Application is the heart of STEM Education.

• Vasquez’s idea matches with the approaches (1 and 2) of EDB, and provide a more flexible and all-round approach to STEM education.

• Nevertheless, introducing a problem or engineering design in a STEM program is one of the important element in the framework of integrated STEM education as proposed by Kelly and Knowles. (Kelly, International Journal of STEM Education, 2016, 3-11)

Solving authentic Problems

Technology

Engineering Science

Mathematics (數學)

Handle quantities/numbers and their relations to support science inquiry and engineering design in the problem-solving process.

Science(科學)

Find out the reasons and explanations of phenomenon in our physical world basedon Science inquiry.

Engineering (工程)

Understand the problem and design a process or product to solve the problem based on

Engineering design process

Technology (技術)

Include the knowledge on allmaterials available and tools, procedure and ways invented by human and their applicability in a particular situation

Integrate Context of the Problem

STEM in Problem Solving

Problem Solving and STEM Integration

• Introducing an authentic problem in the learning activity leads to the involvement of engineering design in the learning process. This is one of the common ways to integrate Engineering as well as the other disciplines in the instructional design.

• It should be noted that selecting an appropriate problem is crucial for an effective STEM education program.

• Problems span a very wide spectrum in terms of involvement of skills and knowledge. An example :

Board based general skills Specific skills for some individuals

[STEM for All] [STEM for the specials]

Planning a STEM program in your school

• With reference to information above, make an attempt to draft a proposal for the implementation of a STEM program in your school.

• You may use the 5P model to help• People (what people will involved, teachers, students, parents, consultants….?)• Place (inside or/and outside school ? )• Policy (Vision, Goals, Objective, Students values , Strategies, Regulations (e.g.

assessment issues), resources and evaluation)• Program ( Program plan of event with time line and schedule)• Process ( what happens in the events?)

• It is important to consider the value-addedness in various aspects after the implementation of the program

Tips to design a kind of STEM program (1) (How to Develop

an Engineering Design Task – Bringing STEM to the Elementary Classroom, Chapter 1)

• What is an Engineering Design Process?• Engineers use their understanding of mathematics and science concepts and

the appropriate technology (if any) to find solutions to ill-structured problems.

• These problems are “messy” because there is not one correct solution or a single path to arrive at a solution.

• Rather, engineers make a series of trade-offs as they use their knowledge of science and mathematical concepts to arrive at a solution.

• Engineers devise a solution, either an artifact or a process, to the problem by going through an engineering design process.

• Engineering design process is an iterative process in which engineers identify a problem, conduct background research, brainstorm ideas, create a design, construct and test a prototype, and redesign their prototype as needed

Iterations

Photo source: https://sites.google.com/a/pgcps.org/wise-high-science-fair/supply-list

Tips to design a kind of STEM program (2) (How to

Develop an Engineering Design Task – Bringing STEM to the Elementary Classroom, Chapter 1)

• Seven tips to develop an engineering design task• Identify an area/ areas in the curriculum

(Knowledge and skills expected students to learn)

• Brainstorm ideas for design oriented activities (Start from inquiry activities you or your colleagues have used previously in similar contexts, if possible)

• Contextualize a problem statement within the design task. (Link your design activities with an open-ended problem to be solved through applying science concepts)

• Identity necessary materials, resources and tools (Use affordable resources)

• Develop the design brief (Provide the context, the background information, the details necessary for students to devise a solution)

• Implementing the design task

• Assessing students’ engagement in design

Sharing on STEM Cases

(a) Catapults in primary schoolhttps://www.hkedcity.net/etv/resource/5265210182• Start from introducing science inquiry, then followed by investigating

the independent variables that affects the distance projected based on a catapult model to understand the relations betweenthe variables.

• Students are asked to apply what they have concluded from the science inquiry process and engaged in an engineering design process to build a catapults with the materials provided.

• Finally, a war scenario is set to engage the students, they are asked to design different catapults to save their people. (Note that catapults withelectronic elements can be included to demonstrate shifting from mechanical to automation in engineering design)

Sharing on STEM Cases(b) Modification of Turkey Pop out Thermometer

(Putting the E in the STEM Teaching and Learning, NSTA, p.27)• Start by demysterifying the function of Turkey pop-out thermometer, then ask

students to re-design a pop-out thermometer with a linkage to an appropriate science inquiry (such as those concept related to melting, expansion, etc.) that they have experienced.

(c) Smashing Milk Cartons(Bringing STEM to the Elementary Classroom, NSTA, p.221)

• A good engaging activity based on environmental issues.

• Automation based on including electronic components can be considered.

From STEM to STEAM

Zeidler put an “A” to STEM to give “STEAM”, where “A” stands for “Arts”. The Arts include areas like, for example, sociology, psychology, history, fine arts, philosophy, and ironically, education. The addition of “Arts” into STEM necessarily includes important areas that inform and contextualize science by grounding them in sociocultural contexts, results in Holistic Education for our next generations. (Zeidler, Cult Stud of Sci Education, 2016, p.18)

Photo source: http://www.miscositas.com/steam.html

From STEM to STEAM

• In addition to innovation and entrepreneurial spirit that are much emphasized in the government report, we may also put emphasis on something for the betterment of the next generations, though may not have great potential in economical return at present.

• We can plan our STEAM curriculum with concerns on environmental conservation, growing of crops for the ever increasing world population, or any aspects that help engage students to care people, society and the world. For example, participate in planting projects such as soybean, algae etc., energy saving, or any other that help people have a better life.

Thank You

ReturnM. Nyman and T. St. Clair, J. of College Science Teaching, 2016 (45), p.45

A Simple Problem: Area of the land marked

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