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ERIC Number: EJ1000757
Record Type: Journal
Publication Date: 2012-Oct
Pages: 5
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-0887-2376
Exploring the New Standards
Willard, Ted; Pratt, Harold; Workosky, Cindy
Science Scope, v36 n2 p15-19 Oct 2012
This is an exciting time to be in science education. New science standards are being developed by a group of science educators from across the country, working with 26 states in a process managed by Achieve, Inc., a non-profit education reform organization. The development of the "Next Generation Science Standards" (NGSS) promises to be the most influential event in science education in nearly two decades. NSTA fully supports the development of NGSS and is pleased to play an important role in its development. It is important that all science educators have a chance to participate in shaping this important document by providing feedback on drafts as they become available. Last May, thousands of teachers took advantage of the opportunity to review and comment on the first public draft. When the first draft was released for public input, NSTA developed a guide to help science educators organize groups to read, discuss, and study it in more depth. For the upcoming second public review, the authors have developed a similar guide that they hope will be equally as useful. At this writing, they have not yet seen the second public draft, nor have they seen the survey instrument that Achieve will post online to capture feedback. Regardless, the general questions and procedures provided in this article will help individuals and groups orient themselves to the document, including the NGSS features and characteristics. (Contains 3 figures and 5 online resources.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A