Disciplinary Core Ideas

Reshaping Teaching and Learning

Ravit Golan Duncan, Joseph Krajcik, Ann E. Rivet

• Publisher: NSTA Press
• Year: 2016
• eBook ISBN:
  9781941316672
• Topic: Education
• Subtopic: Education Standards

Like all enthusiastic teachers, you want your students to see the connections between important science concepts so they can grasp how the world works now—and maybe even make it work better in the future. But how exactly do you help them learn and apply these core ideas? Just as its subtitle says, this important book aims to reshape your approach to teaching and your students' way of learning. Building on the foundation provided by A Framework for K–12 Science Education, which informed the development of the Next Generation Science Standards, the book's four sections cover these broad areas: 1. Physical science core ideas explain phenomena as diverse as why water freezes and how information can be sent around the world wirelessly. 2. Life science core ideas explore phenomena such as why children look similar but not identical to their parents and how human behavior affects global ecosystems. 3. Earth and space sciences core ideas focus on complex interactions in the Earth system and examine phenomena as varied as the big bang and global climate change. 4. Engineering, technology, and applications of science core ideas highlight engineering design and how it can contribute innovative solutions to society's problems. Disciplinary Core Ideas can make your science lessons more coherent and memorable, regardless of what subject matter you cover and what grade you teach. Think of it as a conceptual tool kit you can use to help your students learn important and useful science now—and continue learning throughout their lives.

Table of contents

• CHAPTER 1
• CHAPTER 2 CHAPTER 6
• CHAPTER 3
• CHAPTER 4
• CHAPTER 5 145
• CHAPTER 10
• CHAPTER 12
• CHAPTER 15
• Chapter 1 Joseph Krajcik, Michigan State University, East Lansing, Michigan
• Chapter 2 Ravit Golan Duncan, Rutgers University, New Brunswick, New Jersey
• Chapter 3 Jennifer H. Doherty, University of Washington, Seattle, Washington
• Chapter 4 Ravit Golan Duncan, Rutgers University, New Brunswick, New Jersey
• Chapter 9 Andrea Drewes, School of Education, University of Delaware, Newark, Delaware
• Chapter 10 Chapter 13
• Chapter 11 York, New York, New York
• Chapter 12 Portland, Oregon
• CHAPTER 1
• CHAPTER 2
• Chapter 5, “Core Idea PS4: Waves and Their
• CHAPTER 3
• CHAPTER 4
• CHAPTER 5
• CHAPTER 6
• CHAPTER 7
• CHAPTER 8
• CHAPTER 9
• CHAPTER 10
• Chapter 12, “Core Idea ESS3: Earth and Human how the universe itself began around 13.8 bil-
• CHAPTER 11
• CHAPTER 12
• CHAPTER 13
• chapter questions in a textbook. Therefore, they good time management, while still acknowledg-
• CHAPTER 14
• Chapter 13 was concerned with the process of taining supplies of fresh water and food, and defining problems, generating and testing solu- addressing climate change. Any education that tions, and optimizing the best solution to solve the focuses predominantly on the detailed products problem. This chapter expands the field of view of scientific labor—the facts of science—without to encompass the broader context within which developing an understanding of how those facts problems are defined and solved. The intent were established or that ignores the many impor-expressed in the Framework is to do more than tant applications of science in the world misrep-impart information and develop skills. Rather, resents science and marginalizes the importance the essential goal is to engage students’ interest, of engineering. (NRC 2012, pp. 42–43) motivation, and commitment as they learn what
• CHAPTER 15
• Chapter 2 Figure 3.3: ThinkStock
• Chapter 3 Figure 4.3: IQWST (Investigating & Questioning
• Chapter 5 org), used with permission. http://concord.org/
• Chapter 7
• Chapter 6 and climate change. The American Biology Teacher
• Chapter 8
• Chapter 9 Used with permission.
• Chapter 10 the 6th Creativity and Cognition Conference,
• Chapter 11 permission of Loughborough Design School,
• Chapter 13