1 The Next Generation Science Standards (NGSS)
NGSS
Disciplinary Core Ideas
The Disciplinary Core Ideas (DCI) are in place to focus K-12 science curriculum on the foundational concepts which are commonly utilized in all of the disciplines (life, earth/space, and physical) of science. These ideas meet at least two of the following:
- Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;
- Provide a key tool for understanding or investigating more complex ideas and solving problems;
- Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
- Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Science and Engineering Practices
The Science and Engineering Practices (SEP) are what students are DOING. Students learn science by doing science.
The three takeaways from the SEP are:
- The “Why”. Why is it important for K-12 students to learn these practices and why they should reflect what actual scientists and engineers are doing.
- The 8 essential practices for learning science and engineering.
- Acquiring these skills during practice supports a better understanding of scientific knowledge and engineering solutions.
The term “practices” is used to stress that engaging in scientific inquiry requires both knowledge and skill. By engaging in practices, students can DO what scientists do and begin to understand how scientific knowledge is developed. The direct involvement keeps students engaged and helps motivation.
Cross Cutting Concepts
The Cross Cutting Concepts (CCC) are overarching themes that are recognized across all specific content areas in science. There are seven CCC that the NGSS addresses: patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change. The Framework for K-12 Science Education emphasizes that these concepts must be made explicit for students because they provide an organizational schema as they make connections from various science fields into a coherent and scientifically based view of the world.
Performance Expectations (PEs)
The Performance Expectations (PEs) utilize the three dimensions of the NGSS as a summary of what students should be able to complete if they have mastered the standard. The performance expectations integrate the three-dimensions of the NGSS (DCI, SEP, and CCC); each performance expectation contains at least one disciplinary core idea, science and engineering practice, and cross cutting concept.
Reading and interpreting the Next Generation Science Standards will take time and practice. A great way to begin understanding the new standards is to read the document A Framework for K-12 Science Education (free pdf download at: https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-pr