What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards

Autor/in	Rodriguez, Alberto J.
Titel	What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards
Quelle	In: Journal of Research in Science Teaching, 52 (2015) 7, S.1031-1051 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21232
Schlagwörter	Stellungnahme; Science Education; Academic Standards; Educational Change; Constructivism (Learning); Educational Policy; Policy Formation; Discourse Analysis + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsreform; Politics of education; Bildungspolitik; Politische Betätigung; Diskursanalyse
Abstract	In this paper, I offer a critique of "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (NRC, 2012) and of the "Next Generation Science Standards" (Achieve, 2013). While the new version of the science education standards and the arguments put forward to support them are an improvement from the previous version of the NRC Science Education Standards, we must pause and reflect on the implications on jumping on another education reform, fast moving train. Using sociotransformative constructivism as a guiding theoretical lens, I argued that the Conceptual Framework and NGSS documents fall short due to the lack of retrospection, the on-going contradictory discourses, and the lack of voice and representation in the development of these important policy documents. Suggestions for improvement and discussion are offered in hope that we might prevent the NGSS from having as little impact on teachers' practice and on students' learning as the previous version of the national science education standards had. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01