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Abstract Title: What does a vision for k-12 Science education have to do with PER?
Abstract: "The Framework for k-12 Science Education" (NRC, 2012),  produced by an NRC  committee which I chaired, delineates a vision of science education as "three dimensional" in that a set of science and engineering practices and a set of cross-cutting concepts are defined and given equal importance to a set of core disciplinary ideas in defining what all students should learn about science in the course of their k-12 schooling.  This vision was developed based on, but extrapolating from, research on learning, chiefly work done with younger students, but also insights extracted from some discipline-based education research at the college level. The assumption was made that the learning needs of students in broad introductory college level courses and those in high school courses are not fundamentally different. Conversely, aspects of this vision can be applied to ask questions about physics education at the college as well as at the high school level. In particular, research questions abound about how to engage students in science and engineering practices (both in laboratory courses and in research experience settings) and the value of doing so. Likewise one can study the value of teaching students to use cross-cutting concepts as lenses to think about questions that may be powerful and productive when confronted with new phenomena to explain or problems to solve. I contend that the lists of these practices and concepts developed for k-12 can inform and guide thinking about science teaching and research on learning at the college level, particularly as one investigates how to design an undergraduate physics education program that better serves the needs of all students, including those not headed for research careers in physics or related sciences.
Abstract Type: Plenary

Author/Organizer Information

Primary Contact: Helen R. Quinn
Stanford Linear Accelerator Center

Invited Presentation

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