an introduction to florida’s new k-12 science standards bringing k-12 science education into the...
TRANSCRIPT
An Introduction to Florida’s new K-12 Science Standards
Bringing K-12 Science Education into the 21st Century
Defining Features of the New SSS Standards:
K-8 benchmarks organized under “Big Ideas” at each Grade Level
9-12 standards & benchmarks are organized under Four Bodies of Knowledge
Benchmarks rated for Depth of Knowledge (DOK)
K-12 vertically alignment to facilitate learning progressions based upon NRC research
Robust, research-based, Nature of Science component
What’s the Big Idea?
“Big Idea” term borrowed from the National Council of Teachers of Mathematics (NCTM)
The National Assessment of Educational Progress (NAEP) defined the central organizing principles that became the Big Ideas for the new standards.
The New Big Ideas The Practice of Science The Characteristics of Scientific
Knowledge The Role of Theories, Laws, Hypotheses,
and Models Science and Society Earth in Space and Time Earth Structures Earth Systems and Patterns
The New Big Ideas (cont.)
Properties of Matter Changes in Matter Forms of Energy Energy Transfer and
Transformations Motion of Objects Forces and Changes in Motion
The New Big Ideas (cont.)
Organization and Development of Living Organisms
Diversity and Evolution of Living Organisms
Heredity and Reproduction Interdependence Matter and Energy Transformations
Are Bodies of Knowledge Courses?
Bodies of Knowledge (BOK) are disciplinary pools for course designers to draw from
Each BOK is divided into Standards (9-12’s equivalent to Big Ideas)
Each Standard contains benchmarks that are germane to it.
What is a Learning Progression?
“Learning progressions are successively more sophisticated ways of thinking about a topic…over a broad span of time…” (Duschl, et al., 2007)
Learning progressions are anchored by previous student knowledge at one end and societal expectations of what the students should know at the other.
How do the new SSSS support Learning
Progressions? K-8 grade-level standards
empower curriculum designers and classroom teachers to organize content into horizontal and vertical progressions.
Conceptual knowledge organized around core ideas
Interconnected strands of scientific proficiency
A Learning Progression from Nature of Science
BenchmarkCode
Benchmark Excerpts within grade levels
Grade 6SC.6.N.2.2
scientific knowledge…is durable because it is open to change as new evidence or interpretations are encountered…
Grade 7SC.7.N.2.1
scientific knowledge has changed when new evidence or new interpretations are encountered
Grade 8SC.8.N.1.3SC.8.N.3.2
science does not offer conclusive 'proof'
theories may be modified but are rarely discarded
Grades 9–12*SC.912.N.2.4
scientific knowledge is both durable and robust and open to change
Scientific knowledge...is often examined and re-examined by new investigations
Scientific knowledge...is often examined and re-examined by...scientific argumentation
The Tentative Nature of Science
The “Evolving” Nature of Science
Nature of Science updated to accommodate recent research findings regarding: Need for explicit vs. implicit instruction
(Abd-ElKhalik, Lederman, Southerland) Previously unaddressed myths of
science, (eg. tentativeness of scientific explanations, subjectivity of scientists, limits of science, creativity of scientists, one scientific method)
Distinctions between scientific terminology and common usage of terms (eg. theories, laws, etc.)
What is the Office of Math and Science doing to facilitate
implementation?
Standards Database All new benchmarks have been rated for
DOK New course descriptions have been drafted
based upon DOK rated benchmarks. A crosswalk between ’96 and ’08 standards
is currently in draft form All professional development $$$ are being
devoted to PD for new standards
Standards Database
Standards can be searched by grade-level, BOK, Big Idea, or key word
Benchmarks can be downloaded in either excel or word in any number of groupings
Comments, remarks, and model lessons can be linked to each benchmark
Depth of Knowledge
A DOK committee was convened in late April to rate each benchmark using a modified version of Webb’s taxonomy
DOK ratings serve to define levels of cognitive rigor in courses
DOK ratings will be used in constructing item specifications for test-development
Course Descriptions
A course description committee was convened the week following the DOK committee meeting
The new CD’s are in draft and will be posted for on-line review on May 12
The CD’s will be submitted to the SBOE for adoption at their October meeting
Crosswalk A crosswalk is in draft and has been
submitted to the FCAT Science Advisory Committee for review
The crosswalk links ’08 benchmarks with ’96 benchmarks and rates these linkages as either weak, moderate, or strong
The crosswalk shows which topics have been moved up or down in grade level, and can be used to show which ’08 benchmarks complement the annually assessed ’96 benchmarks
Professional Development FCR-STEM is researching PD best practices PROMiSE will provide PD on the new
standards to the districts The Florida and the Islands Comprehensive
Center (FLICC) is planning a Middle School Science Initiative (MSSI) to disseminate research-driven strategies for teaching the new standards through inquiry
In Summation OMS, FCR-STEM, PROMiSE, and FLICC
are working to coordinate their efforts so that a coherent vision for standards implementation is supported
Implementation at the district level begins in the ’08-’09 school year
Implementation extends through 2012 when the FCAT will fully address the new standards