Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards.

Autor/inn/en	Hoeg, Darren G.; Bencze, John Lawrence
Titel	Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards.
Quelle	In: Science education, 101 (2017) 2, S. 278-301Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21260
Schlagwörter	Bildungswert; Leistungsentwicklung; Bildungsstandards; Naturwissenschaftliche Bildung; Gesellschaftsbezug
Abstract	The Next Generation Science Standards (NGSS) were designed to address poor science and math performance in United States schools by inculcating globally competitive science, technology, engineering, and mathematics literacies relevant to participation in future society. Considering the complex network of influences involved in the development of the NGSS, the purpose of this paper is to evaluate how educational values are embedded in the discourse of the standards. Using critical discourse analysis and content analysis, we evaluated how themes related to (i) performance, (ii) accessibility, and (iii) innovation and creativity are discursively constituted in the NGSS. Our analysis indicates the NGSS prioritizes: measurable and reproducible performances; the standards appear to be based on a conception of accessibility closely aligned with equality, and self-investment, and; innovation and creativity are discursively constituted as attributes that can be developed through specific, prescribed practices. We discuss these findings in relation to the goals of the NGSS and potential teaching and learning outcomes resulting from education based on the standards.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3