%0 Book %A National Research Council %T Report of a Workshop on the Pedagogical Aspects of Computational Thinking %@ 978-0-309-21474-2 %D 2011 %U https://nap.nationalacademies.org/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking %> https://nap.nationalacademies.org/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking %I The National Academies Press %C Washington, DC %G English %K Education %P 176 %X In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean. A report of that workshop was released in January 2010. Drawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices. Individuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations. %0 Book %A National Research Council %T Report of a Workshop on the Scope and Nature of Computational Thinking %@ 978-0-309-14957-0 %D 2010 %U https://nap.nationalacademies.org/catalog/12840/report-of-a-workshop-on-the-scope-and-nature-of-computational-thinking %> https://nap.nationalacademies.org/catalog/12840/report-of-a-workshop-on-the-scope-and-nature-of-computational-thinking %I The National Academies Press %C Washington, DC %G English %K Education %P 114 %X Report of a Workshop on the Scope and Nature of Computational Thinking presents a number of perspectives on the definition and applicability of computational thinking. For example, one idea expressed during the workshop is that computational thinking is a fundamental analytical skill that everyone can use to help solve problems, design systems, and understand human behavior, making it useful in a number of fields. Supporters of this viewpoint believe that computational thinking is comparable to the linguistic, mathematical and logical reasoning taught to all children. Various efforts have been made to introduce K-12 students to the most basic and essential computational concepts and college curricula have tried to provide a basis for life-long learning of increasingly new and advanced computational concepts and technologies. At both ends of this spectrum, however, most efforts have not focused on fundamental concepts. The book discusses what some of those fundamental concepts might be. Report of a Workshop on the Scope and Nature of Computational Thinking explores the idea that as the use of computational devices is becoming increasingly widespread, computational thinking skills should be promulgated more broadly. The book is an excellent resource for professionals in a wide range of fields including educators and scientists. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Davis, Elizabeth A. %E Stephens, Amy %T Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators %@ 978-0-309-68417-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %> https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %I The National Academies Press %C Washington, DC %G English %K Education %P 285 %X Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Means, Barbara M. %E Stephens, Amy %T Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors %@ 978-0-309-68215-2 %D 2021 %U https://nap.nationalacademies.org/catalog/25912/cultivating-interest-and-competencies-in-computing-authentic-experiences-and-design %> https://nap.nationalacademies.org/catalog/25912/cultivating-interest-and-competencies-in-computing-authentic-experiences-and-design %I The National Academies Press %C Washington, DC %G English %K Education %K Computers and Information Technology %P 214 %X Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented. It is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing. Cultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Forstag, Erin Hammers %T Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop %@ 978-0-309-69815-3 %D 2023 %U https://nap.nationalacademies.org/catalog/26852/foundations-of-data-science-for-students-in-grades-k-12 %> https://nap.nationalacademies.org/catalog/26852/foundations-of-data-science-for-students-in-grades-k-12 %I The National Academies Press %C Washington, DC %G English %K Education %P 152 %X On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Envisioning the Data Science Discipline: The Undergraduate Perspective: Interim Report %@ 978-0-309-46505-2 %D 2018 %U https://nap.nationalacademies.org/catalog/24886/envisioning-the-data-science-discipline-the-undergraduate-perspective-interim-report %> https://nap.nationalacademies.org/catalog/24886/envisioning-the-data-science-discipline-the-undergraduate-perspective-interim-report %I The National Academies Press %C Washington, DC %G English %K Education %K Math, Chemistry, and Physics %K Computers and Information Technology %K Surveys and Statistics %P 68 %X The need to manage, analyze, and extract knowledge from data is pervasive across industry, government, and academia. Scientists, engineers, and executives routinely encounter enormous volumes of data, and new techniques and tools are emerging to create knowledge out of these data, some of them capable of working with real-time streams of data. The nation’s ability to make use of these data depends on the availability of an educated workforce with necessary expertise. With these new capabilities have come novel ethical challenges regarding the effectiveness and appropriateness of broad applications of data analyses. The field of data science has emerged to address the proliferation of data and the need to manage and understand it. Data science is a hybrid of multiple disciplines and skill sets, draws on diverse fields (including computer science, statistics, and mathematics), encompasses topics in ethics and privacy, and depends on specifics of the domains to which it is applied. Fueled by the explosion of data, jobs that involve data science have proliferated and an array of data science programs at the undergraduate and graduate levels have been established. Nevertheless, data science is still in its infancy, which suggests the importance of envisioning what the field might look like in the future and what key steps can be taken now to move data science education in that direction. This study will set forth a vision for the emerging discipline of data science at the undergraduate level. This interim report lays out some of the information and comments that the committee has gathered and heard during the first half of its study, offers perspectives on the current state of data science education, and poses some questions that may shape the way data science education evolves in the future. The study will conclude in early 2018 with a final report that lays out a vision for future data science education. %0 Book %A National Research Council %T A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas %@ 978-0-309-21742-2 %D 2012 %U https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts %> https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts %I The National Academies Press %C Washington, DC %G English %K Education %P 400 %X Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. %0 Book %A National Research Council %E Millett, Lynette I. %E Estrin, Deborah L. %T Computing Research for Sustainability %@ 978-0-309-25758-9 %D 2012 %U https://nap.nationalacademies.org/catalog/13415/computing-research-for-sustainability %> https://nap.nationalacademies.org/catalog/13415/computing-research-for-sustainability %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 172 %X A broad and growing literature describes the deep and multidisciplinary nature of the sustainability challenges faced by the United States and the world. Despite the profound technical challenges involved, sustainability is not, at its root, a technical problem, nor will merely technical solutions be sufficient. Instead, deep economic, political, and cultural adjustments will ultimately be required, along with a major, long-term commitment in each sphere to deploy the requisite technical solutions at scale. Nevertheless, technological advances and enablers have a clear role in supporting such change, and information technology (IT) is a natural bridge between technical and social solutions because it can offer improved communication and transparency for fostering the necessary economic, political, and cultural adjustments. Moreover, IT is at the heart of nearly every large-scale socioeconomic system-including systems for finance, manufacturing, and the generation and distribution of energy-and so sustainability-focused changes in those systems are inextricably linked with advances in IT. The focus of Computing Research for Sustainability is "greening through IT," the application of computing to promote sustainability broadly. The aim of this report is twofold: to shine a spotlight on areas where IT innovation and computer science (CS) research can help, and to urge the computing research community to bring its approaches and methodologies to bear on these pressing global challenges. Computing Research for Sustainability focuses on addressing medium- and long-term challenges in a way that would have significant, measurable impact. The findings and recommended principles of the Committee on Computing Research for Environmental and Societal Sustainability concern four areas: (1) the relevance of IT and CS to sustainability; (2) the value of the CS approach to problem solving, particularly as it pertains to sustainability challenges; (3) key CS research areas; and (4) strategy and pragmatic approaches for CS research on sustainability. %0 Book %T Next Generation Science Standards: For States, By States %@ 978-0-309-27227-8 %D 2013 %U https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states %> https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states %I The National Academies Press %C Washington, DC %G English %K Education %P 532 %X Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The print version of Next Generation Science Standards complements the nextgenscience.org website and: Provides an authoritative offline reference to the standards when creating lesson plans Arranged by grade level and by core discipline, making information quick and easy to find Printed in full color with a lay-flat spiral binding Allows for bookmarking, highlighting, and annotating %0 Book %A National Research Council %E Fuller, Samuel H. %E Millett, Lynette I. %T The Future of Computing Performance: Game Over or Next Level? %@ 978-0-309-15951-7 %D 2011 %U https://nap.nationalacademies.org/catalog/12980/the-future-of-computing-performance-game-over-or-next-level %> https://nap.nationalacademies.org/catalog/12980/the-future-of-computing-performance-game-over-or-next-level %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 200 %X The end of dramatic exponential growth in single-processor performance marks the end of the dominance of the single microprocessor in computing. The era of sequential computing must give way to a new era in which parallelism is at the forefront. Although important scientific and engineering challenges lie ahead, this is an opportune time for innovation in programming systems and computing architectures. We have already begun to see diversity in computer designs to optimize for such considerations as power and throughput. The next generation of discoveries is likely to require advances at both the hardware and software levels of computing systems. There is no guarantee that we can make parallel computing as common and easy to use as yesterday's sequential single-processor computer systems, but unless we aggressively pursue efforts suggested by the recommendations in this book, it will be "game over" for growth in computing performance. If parallel programming and related software efforts fail to become widespread, the development of exciting new applications that drive the computer industry will stall; if such innovation stalls, many other parts of the economy will follow suit. The Future of Computing Performance describes the factors that have led to the future limitations on growth for single processors that are based on complementary metal oxide semiconductor (CMOS) technology. It explores challenges inherent in parallel computing and architecture, including ever-increasing power consumption and the escalated requirements for heat dissipation. The book delineates a research, practice, and education agenda to help overcome these challenges. The Future of Computing Performance will guide researchers, manufacturers, and information technology professionals in the right direction for sustainable growth in computer performance, so that we may all enjoy the next level of benefits to society. %0 Book %A National Research Council %E Day, Dwayne %T Sharing the Adventure with the Student: Exploring the Intersections of NASA Space Science and Education: A Workshop Summary %@ 978-0-309-37426-2 %D 2015 %U https://nap.nationalacademies.org/catalog/21751/sharing-the-adventure-with-the-student-exploring-the-intersections-of %> https://nap.nationalacademies.org/catalog/21751/sharing-the-adventure-with-the-student-exploring-the-intersections-of %I The National Academies Press %C Washington, DC %G English %K Space and Aeronautics %K Education %P 90 %X On December 2-3, 2014, the Space Studies Board and the Board on Science Education of the National Research Council held a workshop on the NASA Science Mission Directorate (SMD) education program - "Sharing the Adventure with the Student." The workshop brought together representatives of the space science and science education communities to discuss maximizing the effectiveness of the transfer of knowledge from the scientists supported by NASA's SMD to K-12 students directly and to teachers and informal educators. The workshop focused not only on the effectiveness of recent models for transferring science content and scientific practices to students, but also served as a venue for dialogue between education specialists, education staff from NASA and other agencies, space scientists and engineers, and science content generators. Workshop participants reviewed case studies of scientists or engineers who were able to successfully translate their research results and research experiences into formal and informal student science learning. Education specialists shared how science can be translated to education materials and directly to students, and teachers shared their experiences of space science in their classrooms. Sharing the Adventure with the Student is the summary of the presentation and discussions of the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Beatty, Alexandra %E Ferreras, Ana %T Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop %@ 978-0-309-46589-2 %D 2018 %U https://nap.nationalacademies.org/catalog/24904/supporting-mathematics-teachers-in-the-united-states-and-finland-proceedings %> https://nap.nationalacademies.org/catalog/24904/supporting-mathematics-teachers-in-the-united-states-and-finland-proceedings %I The National Academies Press %C Washington, DC %G English %K Education %P 80 %X For the past 17 years, the U.S. National Commission on Mathematics Instruction (USNC/MI) has held workshops with mathematics educators from countries that typically perform well on international assessments and have a history of strong mathematics education programs, such as Japan, China, and South Korea. Finland is among this group. Even though its mathematics education system has some common characteristics with other top-performing nations, such as a great social respect for the teaching profession, it also has unique characteristics. The USNC/MI, a standing committee of the National Academies of Sciences, Engineering, and Medicine, planned a workshop at which U.S. and Finnish mathematics educators could exchange information and ideas about the preparation of new mathematics teachers and the means of providing them with support and professional development throughout their careers. While this is not the first time U.S. and Finnish mathematics educators have discussed educational practices, this workshop focused primarily on teacher development in both nations in the context of mathematics education. This publication summarizes the presentations and discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Data Science for Undergraduates: Opportunities and Options %@ 978-0-309-47559-4 %D 2018 %U https://nap.nationalacademies.org/catalog/25104/data-science-for-undergraduates-opportunities-and-options %> https://nap.nationalacademies.org/catalog/25104/data-science-for-undergraduates-opportunities-and-options %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Math, Chemistry, and Physics %K Education %K Surveys and Statistics %P 138 %X Data science is emerging as a field that is revolutionizing science and industries alike. Work across nearly all domains is becoming more data driven, affecting both the jobs that are available and the skills that are required. As more data and ways of analyzing them become available, more aspects of the economy, society, and daily life will become dependent on data. It is imperative that educators, administrators, and students begin today to consider how to best prepare for and keep pace with this data-driven era of tomorrow. Undergraduate teaching, in particular, offers a critical link in offering more data science exposure to students and expanding the supply of data science talent. Data Science for Undergraduates: Opportunities and Options offers a vision for the emerging discipline of data science at the undergraduate level. This report outlines some considerations and approaches for academic institutions and others in the broader data science communities to help guide the ongoing transformation of this field. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Francis, David %E Stephens, Amy %T English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives %@ 978-0-309-47908-0 %D 2018 %U https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives %> https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives %I The National Academies Press %C Washington, DC %G English %K Education %P 342 %X The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Casola, Linda %E Ali, Dionna %T Robust Machine Learning Algorithms and Systems for Detection and Mitigation of Adversarial Attacks and Anomalies: Proceedings of a Workshop %@ 978-0-309-49612-4 %D 2019 %U https://nap.nationalacademies.org/catalog/25534/robust-machine-learning-algorithms-and-systems-for-detection-and-mitigation-of-adversarial-attacks-and-anomalies %> https://nap.nationalacademies.org/catalog/25534/robust-machine-learning-algorithms-and-systems-for-detection-and-mitigation-of-adversarial-attacks-and-anomalies %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Conflict and Security Issues %P 82 %X The Intelligence Community Studies Board (ICSB) of the National Academies of Sciences, Engineering, and Medicine convened a workshop on December 11–12, 2018, in Berkeley, California, to discuss robust machine learning algorithms and systems for the detection and mitigation of adversarial attacks and anomalies. This publication summarizes the presentations and discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Information Technology Innovation: Resurgence, Confluence, and Continuing Impact %@ 978-0-309-68420-0 %D 2020 %U https://nap.nationalacademies.org/catalog/25961/information-technology-innovation-resurgence-confluence-and-continuing-impact %> https://nap.nationalacademies.org/catalog/25961/information-technology-innovation-resurgence-confluence-and-continuing-impact %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 148 %X Information technology (IT) is widely understood to be the enabling technology of the 21st century. IT has transformed, and continues to transform, all aspects of our lives: commerce and finance, education, energy, health care, manufacturing, government, national security, transportation, communications, entertainment, science, and engineering. IT and its impact on the U.S. economy—both directly (the IT sector itself) and indirectly (other sectors that are powered by advances in IT)—continue to grow in size and importance. IT’s impacts on the U.S. economy—both directly (the IT sector itself) and indirectly (other sectors that are powered by advances in IT)—continue to grow. IT enabled innovation and advances in IT products and services draw on a deep tradition of research and rely on sustained investment and a uniquely strong partnership in the United States among government, industry, and universities. Past returns on federal investments in IT research have been extraordinary for both U.S. society and the U.S. economy. This IT innovation ecosystem fuels a virtuous cycle of innovation with growing economic impact. Building on previous National Academies work, this report describes key features of the IT research ecosystem that fuel IT innovation and foster widespread and longstanding impact across the U.S. economy. In addition to presenting established computing research areas and industry sectors, it also considers emerging candidates in both categories. %0 Book %A National Research Council %T Interim Report on 21st Century Cyber-Physical Systems Education %@ 978-0-309-37594-8 %D 2015 %U https://nap.nationalacademies.org/catalog/21762/interim-report-on-21st-century-cyber-physical-systems-education %> https://nap.nationalacademies.org/catalog/21762/interim-report-on-21st-century-cyber-physical-systems-education %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Engineering and Technology %P 50 %X Cyber-physical systems (CPS) are increasingly relied on to provide the functionality and value to products, systems, and infrastructure in sectors including transportation, health care, manufacturing, and electrical power generation and distribution. CPS are smart, networked systems with embedded sensors, computer processors, and actuators that sense and interact with the physical world; support real-time, guaranteed performance; and are often found in critical applications. Cyber-physical systems have the potential to provide much richer functionality, including efficiency, flexibility, autonomy, and reliability, than systems that are loosely coupled, discrete, or manually operated, but also can create vulnerability related to security and reliability. Advances in CPS could yield systems that can communicate and respond faster than humans; enable better control and coordination of large-scale systems, such as the electrical grid or traffic controls; improve the efficiency of systems; and enable advances in many areas of science. As CPS become more pervasive, so too will demand for a workforce with the capacity and capability to design, develop, and maintain them. Building on its research program in CPS, the National Science Foundation (NSF) has begun to explore requirements for education and training. As part of that exploration, NSF asked the National Research Council of the National Academies to study the topic. Two workshops were convened in 2014, on April 30 and October 2-3 in Washington, D.C., to explore the knowledge and skills required for CPS work, education, and training requirements and possible approaches to retooling engineering and computer science programs and curricula to meet these needs. Interim Report on 21st Century Cyber-Physical Systems Education highlights emerging themes and summarizes related discussions from the workshops. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Kober, Nancy %E Carlone, Heidi %E Davis, Elizabeth A. %E Dominguez, Ximena %E Manz, Eve %E Zembal-Saul, Carla %E Stephens, Amy %E Schweingruber, Heidi %T Rise and Thrive with Science: Teaching PK-5 Science and Engineering %@ 978-0-309-69821-4 %D 2023 %U https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %> https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting. Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience. Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T A 21st Century Cyber-Physical Systems Education %@ 978-0-309-45163-5 %D 2016 %U https://nap.nationalacademies.org/catalog/23686/a-21st-century-cyber-physical-systems-education %> https://nap.nationalacademies.org/catalog/23686/a-21st-century-cyber-physical-systems-education %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 106 %X Cyber-physical systems (CPS) are "engineered systems that are built from, and depend upon, the seamless integration of computational algorithms and physical components." CPS can be small and closed, such as an artificial pancreas, or very large, complex, and interconnected, such as a regional energy grid. CPS engineering focuses on managing inter- dependencies and impact of physical aspects on cyber aspects, and vice versa. With the development of low-cost sensing, powerful embedded system hardware, and widely deployed communication networks, the reliance on CPS for system functionality has dramatically increased. These technical developments in combination with the creation of a workforce skilled in engineering CPS will allow the deployment of increasingly capable, adaptable, and trustworthy systems. Engineers responsible for developing CPS but lacking the appropriate education or training may not fully understand at an appropriate depth, on the one hand, the technical issues associated with the CPS software and hardware or, on the other hand, techniques for physical system modeling, energy and power, actuation, signal processing, and control. In addition, these engineers may be designing and implementing life-critical systems without appropriate formal training in CPS methods needed for verification and to assure safety, reliability, and security. A workforce with the appropriate education, training, and skills will be better positioned to create and manage the next generation of CPS solutions. A 21st Century Cyber-Physical Systems Education examines the intellectual content of the emerging field of CPS and its implications for engineering and computer science education. This report is intended to inform those who might support efforts to develop curricula and materials; faculty and university administrators; industries with needs for CPS workers; and current and potential students about intellectual foundations, workforce requirements, employment opportunities, and curricular needs. %0 Book %A National Research Council %T Guide to Implementing the Next Generation Science Standards %@ 978-0-309-30512-9 %D 2015 %U https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards %> https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards %I The National Academies Press %C Washington, DC %G English %K Education %P 114 %X A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.