Constructing Knowledge and Discovering Meaning SARAH TREAT APRIL 9, 2015 EED/420 DR. LBJ
National Science Education Standards
1. Know, use and interpret scientific explainations. 2. Generate and evaluate scientific evidence and explanations. 3. Understand the nature and developement of scientific knowledge. 4. Participate productivitiy in science practices and discourse.
CROSS CUTTING CONCEPTS *PATTERNS *CAUSE AND EFFECT *SCALE, PRORPOTION AND QUANTITY *SYSTEM AND SYSTEM MODELS *ENERGY AND MATTER *STRUCTURE AND FUNCTION STABILITY AND CHANGE
SCIENCE AND ENGINEERING PRACTICES 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computationall thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating and communicating information
DISCIPLINARY CORE IDEAS 1. It has broad importance across multiple science or engineering disciplines or is a key organizing principle of a single discipline. 2. It is an important tool for understanding or investigating more complex ideas and solving problems. 3. It is relevant, either by relating to students’ interests and life experiences or to societal or personal concerns that require scientific or technical knowledge. 4. It must be broad enough to be meaningfully taught and learned at increasing levels of depth and
References: Derosa, D. A., & Abruscato, J. (2015). Teaching Children Science; A Discovery Approach (8th ed.). Retrieved from The University of Phoenix eBook Collection database. Contant, T. L., Bass, J. E., & Carin, A. A. (2015). Teaching Science Through Inquiry and Investigation (12th ed.). Retrieved from The University of Phoenix eBook Collection database.