The Next Generation Science Standards
"Science—and therefore science education—is central to the lives of all Americans, preparing them to be informed citizens in a democracy and knowledgeable consumers. If the nation is to compete and lead in the global economy and if American students are to be able to pursue expanding employment opportunities in science-related fields, all students must have a solid K–12 science education that prepares them for college and careers. States have previously used the National Science Education Standards from the National Research Council (NRC) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) to guide the development of their current state science standards. While these two documents have proven to be both high quality and durable, they are around 15 years old. Needless to say, major advances have since taken place in the world of science and in our understanding of how students learn science effectively. The time is right to take a fresh look and develop Next Generation Science Standards." - NextGenScience.org
/)(/ and the /)GSS
Many of the resources linked on /)eural (/ortex are useful for teachers using the NGSS framework. Here, however, you'll find resources very specific the NGSS and their effective implementation in the classroom.
NGSS Innovation Configuration Map
What will it look like when the NGSS is being properly implemented in a science classroom? Innovation Configuration Maps (ICM) are a tool developed to address educational change from perspective of the Concerns-Based Adoption Model (CBAM) The following innovation configuration map (ICM) is built on the principles established by Hord and Hall.
The Innovation Configuration Map below incorporates the three dimensional nature of the Next Generation Science Standards. A classroom where the NGSS is being properly implemented with have evidence of students engaged with the Disciplinary Core Ideas (DCI), the science and engineering principles, and the cross cutting concepts. Additionally, both formative and summative assessments will be utilized affectively.
Hall, G. E. (1974). The Concerns-Based Adoption Model: A Developmental Conceptualization of the Adoption Process Within Educational Institutions.
Trapani, B., & Annunziato, A. (2018)files.eric.ed.gov/fulltext/EJ1194263.pdf. Using the Concerns Based Adoption Model (CBAM) to Accelerate Understanding by Design Implementation. Journal of Instructional Pedagogies, 21.
Image Credit: http://www.sedl.org/cbam/
Argumentation from Evidence
One of the many skills the NGSS seeks to develop in students is an ability to construct sound arguments backed by evidence. The Claim-Evidence-Reasoning format for constructing arguments has been widely adopted by educators using teaching the NGSS.