ERIC Number: EJ1017748
Record Type: Journal
Publication Date: 2013-Feb
Reference Count: 17
The "Next Generation Science Standards" and the Life Sciences
Bybee, Rodger W.
Science and Children, v50 n6 p7-14 Feb 2013
Publication of the "Next Generation Science Standards" will be just short of two decades since publication of the "National Science Education Standards" (NRC 1996). In that time, biology and science education communities have advanced, and the new standards will reflect that progress (NRC 1999, 2007, 2009; Kress and Barrett 2001). Just as earlier standards influenced state-level standards, assessments, and science teachers at all levels, so too will the "Next Generation Science Standards" (NGSS). Using the life sciences, this article first reviews essential features of the NRC "Framework for K-12 Science Education" that provided a foundation for the new standards. Second, the article describes the important features of life science standards for elementary, middle, and high school levels. Finally, the author discusses several implications of the new standards. This article extends other discussions of biology and the "Next Generation Science Standards" (see Bybee 2011b, 2012) and other publications for science teachers (Willard et al. 2012). Core ideas for the life sciences consist of the following: From Molecules to Organisms, Ecosystems, Heredity, and Biological Evolution. The core and component ideas for K-12 life sciences (NRC 2012) are described in greater detail.
Descriptors: Biological Sciences, Academic Standards, Elementary School Science, Secondary School Science, Core Curriculum, Molecular Biology, Scientific Concepts, Ecology, Heredity, Genetics, Evolution
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Middle Schools; High Schools
Authoring Institution: N/A