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Utilizing the National Research Coun...

Corvo, Arthur Francis.

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Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom./
作者:	Corvo, Arthur Francis.
面頁冊數:	233 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620871
ISBN:	9781303915642

Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom.
Corvo, Arthur Francis.

Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom. - 233 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2014.

Given the reality that active and competitive participation in the 21 st century requires American students to deepen their scientific and mathematical knowledge base, the National Research Council (NRC) proposed a new conceptual framework for K--12 science education. The framework consists of an integration of what the NRC report refers to as the three dimensions: scientific and engineering practices, crosscutting concepts, and core ideas in four disciplinary areas (physical, life and earth/spaces sciences, and engineering/technology). The Next Generation Science Standards (NGSS ), which are derived from this new framework, were released in April 2013 and have implications on teacher learning and development in Science, Technology, Engineering, and Mathematics (STEM). Given the NGSS's recent introduction, there is little research on how teachers can prepare for its release. To meet this research need, I implemented a self-study aimed at examining my teaching practices and classroom outcomes through the lens of the NRC's conceptual framework and the NGSS. The self-study employed design-based research (DBR) methods to investigate what happened in my secondary classroom when I designed, enacted, and reflected on units of study for my science, engineering, and mathematics classes. I utilized various best practices including Learning for Use (LfU) and Understanding by Design (UbD) models for instructional design, talk moves as a tool for promoting discourse, and modeling instruction for these designed units of study. The DBR strategy was chosen to promote reflective cycles, which are consistent with and in support of the self-study framework. A multiple case, mixed-methods approach was used for data collection and analysis. The findings in the study are reported by study phase in terms of unit planning, unit enactment, and unit reflection. The findings have implications for science teaching, teacher professional development, and teacher education.

ISBN: 9781303915642Subjects--Topical Terms:

1017897
Education, Sciences.

Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom.
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