The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning

Autor/inn/en	Holthuis, Nicole; Deutscher, Rebecca; Schultz, Susan E.; Jamshidi, Arash
Titel	The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning
Quelle	In: American Educator, 42 (2018) 2, S.23-27 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Student Projects; Teaching Methods; Group Activities; Performance Based Assessment; Curriculum Development; Learner Engagement; Academic Achievement; Faculty Development; Alignment (Education); Relevance (Education); Feedback (Response); Student Evaluation; Grade 6; Observation; California + Suchen Sie Ihr Suchwort? Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Leistungsermittlung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulleistung; Relevance; Relevanz; Schulnote; Studentische Bewertung; School year 06; 6. Schuljahr; Schuljahr 06; Beobachtung; Kalifornien
Abstract	As schools work to implement the Next Generation Science Standards (NGSS), a team at Stanford University found that project-based learning is an effective framework for engaging students. The team used project-based learning, group activities, and performance-based assessments to design an effective, engaging curriculum. Over a three-year period, the team conducted research which showed that the curriculum led to gains in both student engagement and learning outcomes (as measured by the Smarter Balanced Assessment Consortium's math and English language arts tests, the California English Language Development Test, and a science pre- and post-assessment). The team contends that these gains were supported by a curriculum and professional development package that led to changes in teachers' instructional practices. It highlights five things to look for when evaluating NGSS instructional materials and curricula: (1) alignment, (2) relevance, (3) learning opportunities, (4) opportunities for feedback and revision, and (5) assessment strategies. (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01