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Preparing for NGSS: Obtaining, Evaluating, and Communicating Information

December 18, 2012, 6:30 p.m. Eastern timeIntroduction for new users: 6:15 p.m. Eastern time

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December 18, 2012

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Presented by: Philip Bell, Leah Bricker, and Katie Van Horne

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December 18, 2012

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Developing the Standards

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Instruction

Curricula

Assessments

Teacher Development

Developing the Standards

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2011-2013

July 2011

IT’S NOT OUT YET!

NGSS Development ProcessIn addition to a number of reviews by state teams and critical stakeholders, the process includes two public reviews.

1st Public Draft was in May 2012

2nd Public Draft will be released in early January

Final Release is expected in the Spring of 2013

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A Framework for K-12 Science Education

Released in July 2011 Developed by the National Research Council at

the National Academies of Science Prepared by a committee of Scientists

(including Nobel Laureates) and Science Educators

Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

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Free PDF available from The National Academies Press (www.nap.edu)

Print Copies available from NSTA Press (www.nsta.org/store)

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

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Crosscutting Concepts1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and

conservation

6. Structure and function

7. Stability and change

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Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space ScienceEngineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Disciplinary Core Ideas

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Closer Look at a Performance Expectation

Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

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NSTA Webinar on Obtaining, Evaluating, and Communicating InformationPhilip Bell & Katie Van HorneLearning Sciences & Human Development, University of Washington

Leah BrickerScience Education, University of Michigan

All young people should be able to decide their futures.

Personal Introductions

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Overview• Introduction and Definition of the Practice• Designing Instruction as a Cascade of Practices• Promoting Equity in Science Education • Grade-level Examples

– High School– Middle School– Upper Elementary School– Prekindergarten

• Challenges & Opportunities

* Q&A dispersed throughout. Please generate and post questions into chat throughout the presentation.

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“Being literate in science and engineering requires the ability to read and understand their literatures. Science and engineering are ways of knowing that are represented and communicated by words, diagrams, charts, graphs, images, symbols, and mathematics. Reading, interpreting, and producing text* are fundamental practices of science in particular, and they constitute at least half of engineers’ and scientists’ total working time.” —NRC Framework, p. 74

* The term “text” is used here to refer to any form of communication, from printed text to video productions.

Obtaining, Evaluating, and Communicating Information Practice

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“Substantial acts of reading, writing, and otherwise communicating should be embedded in students’ science and engineering investigations. As described in the Framework, this supports important cognitive and social learning processes, it helps accomplish the ambitious learning goals outlined in the Framework, and it also allows related learning goals to be focused on (e.g., those outlined in the Common Core State Standards in Mathematics and ELA—Science and Technology).” — Bell, Bricker, Tzou, Lee & Van Horne, 2012, p. 36

Obtaining, Evaluating, and Communicating Information Practice

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Obtaining, Evaluating, & Communicating Information

• Read, interpret, & produce text (written communication)– Science and engineering

texts are “multimodal”• traditional texts • graphs • diagrams• tables• equations• symbols, etc.

• Spoken communication– conference presentations– discussions– teaching others

• Critical consumer of science & engineering products– Tools and strategies for

evaluating the validity and reliability of sources, data, analyses, etc.

• Obtaining science and engineering-related information– search engines– databases– library collections– Interviews, etc.

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Goals for K-12 Science and Engineering Students

• Read and comprehend a variety of textual forms– peer-reviewed journal articles (in many cases adapted for

classroom use)– popular science magazine articles– textbook readings

• Recognize the major features of science and engineering-related writing and speaking– sentence structures – types of information included including graphical– technical vocabulary – generalized academic vocabulary– precise logical flows

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Goals for K-12 Science and Engineering Students

• Produce multimodal science and engineering communication using features of science and engineering-related communication– Gain experience with the full complement of

communication from formal research and laboratory reports, to conference presentations and posters, to the communication of science to segments of the public

• Evaluate the validity and reliability of sources, claims, data, etc.

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Lab/Field Formal paper

Preprints

Meetings Policy documents,etc.

Textbooks

Mass media

Is this science communication?

This slide and the next courtesy of Bruce Lewenstein.31

Sphere of Science CommunicationFrom: Lewenstein, Bruce V. (2011). Experimenting with Engagement. Commentary on "Taking Our Own Medicine: On an Experiment in Science Communication."Science And Engineering Ethics, 17(4), 817-821.

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The Exchange of Information is Evolving

How do you personally obtain, evaluate, and communicate information in this day and age? Do you make extensive use of social media for professional learning and sharing? If so, how? 33

Framework StandardsInstruction

Curricula

Assessments

Teacher development

Promoting Coherence in a Complex System

Developmental Coherence: cultivate a shared understanding across grade levels of what ideas are important to teach and of how children’s understanding of these ideas should develop across grade levels.

— NRC Framework, p. 246

All educators are responsible for helping deliver on long-term learning goals.

Approach Design of Instruction as a “Cascade of Practices”

Science and Engineering Practices1. Asking questions (science)

and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Developing explanations (science) and designing solutions (engineering)

7. Engaging in argument

8. Obtaining, evaluating, and communicating information

• For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about how they can progress over time

• Students should have significant experience in sustained investigations where they investigate and produce knowledge about the natural world (NRC, 2007, 2011)

• Want to engage them in authentic practices while learning about disciplinary core ideas and making connections to the crosscutting concepts

• Practices do not operate in isolation in science. Students should learn how the practices are interrelated in the context of extended investigations.

How Can We Engage Learners with the Eight Core Science & Engineering Practices?

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Approach: Engage students in an unfolding, overlapping sequence of interrelated practices — a cascade

Example:

•Practice 1: Learning about natural resources and developing a testable scientific question

• Practice 3: Designing a study and collecting data

• Practice 4: Then analyzing and interpreting those data

• Practice 2: Developing a model from data analysis

• Practice 8: Communicating important aspects of the resulting model to an audience

Approach Design of Instruction as a Cascade of Practices

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Promoting Educational Equity Through the Practices

Equity in science education: The struggle continues…

“Equity in science education requires that all students are provided with equitable opportunities to learn science and become engaged in science and engineering practices; with access to quality space, equipment, and teachers to support and motivate that learning and engagement; and adequate time spent on science. In addition, the issue of connecting to students’ interests and experiences is particularly important for broadening participation in science.”

— NRC Framework, p. 28

• Focusing on disciplinary practices provides an important opening for promoting equity and social justice — if there are efforts made to…

• Support an extended, active, social, and cognitive learning process

• Build on learner interest, everyday language, knowledge, practices, and identities (i.e., an asset-based view)

• Promote an expanded view of “What counts as science?”

• Focus the Information Practice on the “life worlds” and goals of youth and communities

Practices, Educational Equity & Social Justice

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“Being born into a racial majority group with high levels of economic and social resources—or into a group that has historically been marginalized with low levels of economic and social resources—results in very different lived experiences that include unequal learning opportunities, challenges, and potential risks for learning and development.” (Banks et al., 2007)

Videos & Report — http://life-slc.org/panel/

Educational Inequalities Persist

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Considering Sources of Inequity

“Today there are profound differences among specific demographic groups in their educational achievements and patterns of science learning, as in other subject matter areas.” (Framework, 11-2)

There is a complex set of reasons for these educational achievement and attainment gaps. The committee focused on:

— Equalizing opportunities to learn

— How to make science instruction more inclusive for all students

But can all students aspire to the science and engineering learning goals outlined

in the Framework? “Psychological and anthropological studies of human learning broadly show that all individuals, with a small number of notable exceptions, can engage in and learn complex subject matter—especially if it connects to areas of personal interest and consequence…”

NRC A Framework for K-12 Science Education, 2011, p. 279-280

• Science and science understanding should grow out of the lived experiences of learners (Calabrese Barton, 1998; NRC, 2011)– Allows the distinction between science & non-science

to be productively blurred– Supports learner choice and allows

meaningful connections that are personally relevant and related to community interests

Inclusive Science Instruction

• Encourage and value multiple modes of expression

• “Recognizing that language and discourse patterns vary across culturally diverse groups, researchers point to the importance of accepting, even encouraging, students’ classroom use of informal or native language and familiar modes of interaction” (NRC, 2011, p.285)

• Practice can directly serve social justice purposes for non-dominant communities

Equity & Obtaining, Evaluating, and

Communicating Information Practice

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Inclusive Science Instruction

• Science Learning as Cultural Accomplishment

• Relating Youth Discourses to Scientific Discourses

• Building on Prior Interest and Identity

• Leveraging Students’ Cultural Funds of Knowledge

Native Science Field ProgramHopa Mountain, Montana

Additional Resources on Inclusive Instruction

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Before We Get to Your Questions…

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Questions? Comments?

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High School Examples: Writing scientific abstracts and making

claims with representations

High School Example #1: DNA Barcoding Investigations &

Writing a Scientific AbstractWrite a Research Design Plan

Extract, Amplify, and Sequence DNA

Analyze Data and Write a Scientific Abstract

Collect Samples

Give Presentations

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Student ProjectsWhat species of bird feathers are found in cages at the local pet store?

Which species of sharks or fish are being sold at the local markets?

What organisms are in imitation crab meat and can they be harmful to humans?

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Gomez, Sherer, Herman, Gomez, Zywica, & Williams, 2010

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Research Question

Rationale for Study

Claim

Evidence

Limitations of Research

Implications

e.g., Zywica & Gomez, 2008

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Production of DNA Barcoding Abstract

• Use of sentence starters…– For our barcoding research we asked the

question…– Our barcoding research question was…– We felt that it was important to barcode XX

because…– Our finding(s) indicates…– We claim that…– The evidence that we use to support our finding(s)

[or claim] is…– Our finding(s) [or claim] is supported by the fact

that…– This finding(s) is important because…– The limitations of our study include…

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High School Example #2: Making Claims about Disease Spread with

RepresentationsHow do scientists currently predict and prevent infectious disease?

Students use social network analysis to study how a disease spreads through their schools or local communities.

Students’ research questions:

How do physical contact networks and online social networks compare and can understanding online social networks be useful for disease prediction and prevention?

How does the social network of our school affect the spread of influenza during an outbreak?

How do the connections between different people inside a school environment affect the spread of the flu or the common cold?

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Aspects of the Practice in Play

• Reading and comprehending a variety of textual forms

• Recognizing major features of science and engineering-related writing

• Producing multimodal science and engineering communication using major features of science and engineering-related writing

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Middle School Example: Evaluating and arguing with evidence in a

classroom science debate

The “How Far Does Light Go?” Project: Debating Arguments (Grade

8)• A comparison of two theories:

– Light dies out as you move farther from a light source.

– Light goes forever until absorbed.

• Student activities used to culminate the light unit:– Search, create, evaluate, and categorize

evidence– Write arguments built to persuade through

causal explanations about evidence– Present and debate their arguments in class

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Students construct causal explanations about evidence about range of info &

phenomena

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Argument Mapping Tool

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Argument maps focus debate discussions on the details of student’s

reasoning

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Social Clarification about the Interpretation of Evidence &

Theory

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• Viewing classrooms as “scientific communities writ small”

• Sequencing multiple practices—data collection, evaluating information, explanation, argumentation—to productively support students’ conceptual learning

• Scaffolding evaluation of information with scientific criteria (e.g., fit with scientific knowledge, appropriate methods, trustworthiness of source, relevance to task)

• Debate activity allows leveraging of social and cognitive learning processes (e.g., self-explanation, making thinking visible, accountable talk)

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Upper Elementary Example: Using research and public service

announcements to communicate the science behind everyday health practices

(with Carrie Tzou & Giovanna Scalone)

Upper Elementary Example• Content: focused on microbiology &

health (e.g., beneficial micros, germs & illness, handwashing efficacy)

• Student choice & agency: learners positioned to self-document community-relevant health topics; design fair tests; choose PSA topic & conduct research

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Micros & Me Curriculum Arc (~6 weeks)

• PART 1: Investigations of microworlds

• PART 2: Self-documentation of community health

• PART 3: Series of Student-Designed Fair Tests about Micros & Me

• PART 4: Research Project, Creation of Public Service Announcement & Public Showcase

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Public Service Announcements

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Public Service Announcements

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• Obtaining and evaluating science-related information

• Reading and comprehending a variety of textual forms (e.g., magazine articles, Internet summaries, book chapters, interview transcripts)

• Producing multimodal science and communication using major features of science-related writing

• Communicating results of research to community members and reporting on these discussions

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Prekindergarten Example: Beginning a science research

practice with our youngest students

(Tiffany Lee)

• Children starting school are surprisingly competent. They already have substantial knowledge of the natural world.• In such topics as:

niche-fitting mechanics bounded objects food as providing energy

• They are not concrete and simplistic thinkers and can use a wide range of reasoning processes that form the underpinnings of scientific thinking

Recognize Children’s Early Competency

Prekindergarten Example • Research Days developed from a need to address all of

the questions students had been asking about the natural world and their varied interests related to the science unit

• Students were given classroom time to do their own research using relevant nonfiction books preselected by the teachers and the school librarian, and then they drew, dictated, and shared their research findings with their peers.

• Research builds on students’ science knowledge from out-of-school learning experiences

• Recurring across the school year – research days embedded all science units

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Research DayEleanor attracted to a book with illustrations of ladybugs

Teacher scaffolded sense-making of the text and captured Eleanor’s summary

“Sometimes ladybugs’ food runs out, and there are not enough aphids to go around. The ladybugs gather in a swarm and fly off somewhere near to survive.”

Connection to Core Idea LS2 (Ecosystems: Interactions, Energy, and Dynamics) - Animals depend on their surroundings for survival.

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• Building on learner interest and provided choice with appropriate scaffolding

• Using multiple library resources to find information that provides further evidence related to the core ideas in the unit

• Producing documentation of information through drawing and dictation

• Sharing information with peers, parents, and teachers through presentations and “publication” of the collected set of research papers — a meaningful culminating task

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Wrap Up: Challenges & Opportunities

Challenges With This Practice

• Technical and generalized-academic vocabulary/jargon; complex sentence structures

• Unfamiliar representations (given that science and engineering texts are multimodal)

• Not enough practice K-12 with a variety of examples and formats

• Variation in terms of student fluency with searching; lack of shared understanding of relevant criteria for evaluation

• Maintaining an ongoing focus on increasing opportunities to learn and promoting inclusive science instruction

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Opportunities• Substantial acts of reading, writing, and otherwise

communicating should be embedded in students’ science and engineering investigations. – This also allows related learning goals to be

coordinated (e.g., CCSS ELA Science & Tech, NGSS)

• Obtaining, evaluating, and communicating information is a multifaceted practice that is highly relevant to everyday life– Important forms of democratic participation rest on

a fluency with this practice– Digital media expands what it is possible to create

and who you can share it with

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Resource Collection

http://pinterest.com/stemeducation/

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Acknowledgments • We extend deep gratitude to the youth, families, and

teachers who participated in the studies reported in this article. The research described in this presentation was conducted by ourselves and our collaborators Tiffany Lee, Carrie Tzou and Giovanna Scalone. We are grateful to all of the teachers and researchers who have contributed to this work.

• Most of the research reported was supported by the National Science Foundation through the Learning in Informal and Formal Environments (LIFE) Science of Learning Center (http://life-slc.org/) specifically awards 0354453, 0835854 and 9453861. The high school work is supported by the Bill & Melinda Gates Foundation as part of the Educurious project (http://educurious.org/).

http://life-slc.org/

http://educurious.org/





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NSTA Website (nsta.org/ngss)

Web Seminars about NGSS

These Web Seminars will take place the week of January 7th

The Second Public Draft of NGSSStephen Pruitt, AchieveExact Date and Time TBA

How to Lead a Study Group on NGSSTed Willard, NSTAExact Date and Time TBA

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Web Seminars about NGSS in 2013

Engineering Practices in the NGSSMariel Milano, Orange County Public Schools & NGSS Writer6:30-8:00, on Tuesday, January 15th

Using the NGSS Practices in the Elementary GradesHeidi Schweingruber, National Research Counciland Deborah Smith, Pennsylvania State University6:30-8:00, on Tuesday, January 29th

Connections Between the Practices in NGSS, Common Core Math, and Common Core ELASarah Michaels, Clark University and author of Ready, Set, Science6:30-8:00, on Tuesday, February 12th

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Web Seminars on Crosscutting ConceptsFeb. 19: Patterns

March 5: Cause and effect: Mechanism and explanation

March 19: Scale, proportion, and quantity

April 2: Systems and system models

April 16: Energy and matter: Flows, cycles, and conservation

April 30: Structure and function

May 14: Stability and change

All sessions will take place from 6:30-8:00 on Tuesdays

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Graduate Credit AvailableShippensburg University will offer one (1) graduate credit to individuals who attend or view all eight webinars.

Participants must either: Attend the live presentation, complete the survey at the end

of the webinar, and obtain the certificate of participation from NSTA, or

View the archived recording and complete the reflection question for that particular webinar.

In addition, all participants must complete a 500 word reflection essay.

The total cost is $165.

For information on the course requirements, as well as registration and payment information visit www.ship.edu/extended/NSTA

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http://www.ship.edu/extended/NSTA

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Community Forums

NSTA National Conference

The conference will include a number of sessions about the K–12 Framework and the highly anticipated Next Generation Science Standards.

Among the sessions will be an NSTA sponsored session focusing on the Scientific and Engineering Practices.

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NSTA Print Resources

NSTA Reader’s Guide to the Framework

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NSTA Journal Articles about the Framework and the Standards

Philip BellUniversity of Washington

Thanks to today’s presenters…

Leah BrickerUniversity of Michigan

Katie Van HorneUniversity of Washington

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Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.101

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National Science Teachers AssociationGerry Wheeler, Interim Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

Flavio Mendez, Senior Director, NSTA Learning Center

NSTA Web SeminarsBrynn Slate, Manager

Jeff Layman, Technical Coordinator

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Upcoming Programs

Engineering Design: Forces and Motion -- Balloon Aerodynamics ChallengeDecember 19, 2012

Analyzing Solar Energy Graphs: MY NASA DATAJanuary 8, 2013

How to Avoid Disqualification in ExploraVisionJanuary 9, 2013

Register at http://learningcenter.nsta.org/webseminars

Program Evaluation

•Click on the URL in the chat window•Take as long as you need•After completing the evaluation, you will receive:

– Certificate of attendance in “My PD Record & Certificates” in Learning Center

– NSTA SciGuide ($6 value) in “My Library” in Learning Center

– Please allow two weeks for materials to arrive

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