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ERIC Number: EJ1115109
Record Type: Journal
Publication Date: 2016-Mar
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8148
EISSN: N/A
Methods and Strategies: Beyond the Textbook--But Not Just "Hands On". Using High-Quality Informational Texts to Meet the "Next Generation Science Standards"
Vick, Matthew
Science and Children, v53 n7 p76-80 Mar 2016
Science teaching continues to move away from teaching science as merely a body of facts and figures to be memorized to a process of exploring and drawing conclusions. The Next Generation Science Standards (NGSS) emphasize eight science and engineering practices that ask students to apply scientific and engineering reasoning and explanation. This does not mean only using science experiments and labs; informational text is also essential since many concepts address topics not accessible to most students (volcanos, earthquakes) or topics that occur over great timespans (weathering, evolution, geological time). The science and engineering practice of Obtaining, Evaluating, and Communicating information specifically refers to using texts along with observations to communicate new information (NGSS Lead States 2013). The NGSS have several standards that explicitly call for students to use informational text and media. Additionally, the Common Core State Standards (NGAC and CCSSO 2010) call on schools to follow the recommendations of the NAEP Reading Framework (U.S. Department of Education 2008) for students to be reading 50% informational text in grade 4, 55% in grade 8, and 70% in grade 12. This article discusses strategies to help students meet all of these goals.
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: Grade 4; Intermediate Grades; Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A