TY - BOOK AU - National Research Council TI - A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas SN - DO - 10.17226/13165 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine A2 - Cambridge Systematics, Inc. TI - Institutionalizing Safety in Transportation Planning Processes: Techniques, Tactics, and Strategies DO - 10.17226/22104 PY - 2015 UR - https://nap.nationalacademies.org/catalog/22104/institutionalizing-safety-in-transportation-planning-processes-techniques-tactics-and-strategies PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - TRB’s National Cooperative Highway Research Program (NCHRP) Report 811: Institutionalizing Safety in Transportation Planning Processes: Techniques, Tactics, and Strategies provides field-tested guidance on institutionalizing the integration of safety into transportation planning and programming processes. The guidebook also provides ways to measure the effectiveness and success of integration efforts. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - 2018-2020 Assessment of the Army Research Office SN - DO - 10.17226/26324 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26324/2018-2020-assessment-of-the-army-research-office PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues AB - The mission of the Army Research Office (ARO), as part of the U.S. Army Futures Command—U.S. Army Combat Capabilities Development Command—Army Research Laboratory (ARL), is to execute the Army's extramural basic research program in the following scientific disciplines: chemical sciences, computing sciences, electronics, life sciences, materials science, mathematical sciences, mechanical sciences, network sciences, and physics. The goal of this basic research is to drive scientific discoveries that will provide the Army with significant advances in operational capabilities through high-risk, high pay-off research opportunities, primarily with universities, but also with large and small businesses. ARO ensures that this research supports and drives the realization of future research relevant to all of the Army Functional Concepts, the ARL Core Technical Competencies, and the ARL Essential Research Programs. The results of these efforts are transitioned to the Army research and development community, industry, or academia for the pursuit of long-term technological advances for the Army. This report summarizes the findings of the review of ARO's Information Sciences Directorate in 2018, the Physical Sciences Directorate in 2019,and the Engineering Sciences Directorate in 2020 conducted by the panels of the Army Research Laboratory Technical Assessment Board. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Nancy Kober A2 - Heidi Carlone A2 - Elizabeth A. Davis A2 - Ximena Dominguez A2 - Eve Manz A2 - Carla Zembal-Saul A2 - Amy Stephens A2 - Heidi Schweingruber TI - Rise and Thrive with Science: Teaching PK-5 Science and Engineering SN - DO - 10.17226/26853 PY - 2023 UR - https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. ER - TY - BOOK AU - National Research Council A2 - Sarah Michaels A2 - Andrew W. Shouse A2 - Heidi A. Schweingruber TI - Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms SN - DO - 10.17226/11882 PY - 2008 UR - https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science. ER - TY - BOOK AU - National Academy of Engineering AU - National Research Council A2 - Linda Katehi A2 - Greg Pearson A2 - Michael Feder TI - Engineering in K-12 Education: Understanding the Status and Improving the Prospects SN - DO - 10.17226/12635 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12635/engineering-in-k-12-education-understanding-the-status-and-improving PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology KW - Education AB - Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects—science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy. ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - Next Generation Science Standards: For States, By States SN - DO - 10.17226/18290 PY - 2013 UR - https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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 ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK AU - National Research Council TI - Standards for K-12 Engineering Education? SN - DO - 10.17226/12990 PY - 2010 UR - https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology KW - Education AB - The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study. ER -