Science as inquiry is basic to science education and a controlling principle in the ultimate organization and selection of students' activities. Multidisciplinary perspectives also increase from the subject-matter standards to the standard on the history and nature of science, providing many opportunities for integrated approaches to science teaching.Ībilities necessary to do scientific inquiry Students need solid knowledge and understanding in physical, life, and earth and space science if they are to apply science. The personal and social aspects of science are emphasized increasingly in the progression from science as inquiry standards to the history and nature of science standards. Students' understandings and abilities are grounded in the experience of inquiry, and inquiry is the foundation for the development of understandings and abilities of the other content standards. The sequence of the seven grade-level content standards is not arbitrary: Each standard subsumes the knowledge and skills of other standards. References for additional reading for all the content standards are presented at the end of Chapter 6. Those clusters were selected based on a combination of factors, including cognitive development theory, the classroom experience of teachers, organization of schools, and the frameworks of other disciplinary-based standards.
The next seven categories are clustered for grades K-4, 5-8, and 9-12.
The standard for unifying concepts and processes is presented for grades K-12, because the understanding and abilities associated with major conceptual and procedural schemes need to be developed over an entire education, and the unifying concepts and processes transcend disciplinary boundaries. Science in personal and social perspectives. Unifying concepts and processes in science. The eight categories of content standards are
0 kommentar(er)
