Direction of Science Education in Pennsylvania PAIUCC November 9, 2016 David A. Bauman, Ed.D. davbauman@pa.gov www.education.state.pa.us > 1

Science lives on the strength of the argument, NOT the text. . . . Lawrence Lowery www.education.state.pa.us > 2

Novices struggle to find ways to organize and integrate knowledge Experts vs. Novices Novices hold disconnected and contradictory bits of knowledge as isolated facts Novices struggle to find ways to organize and integrate knowledge Experts understand core principles and theoretical constructs of their field Experts use their understanding to make sense of new knowledge or tackle novel problems Focusing on core concepts will enable students to become more like experts and less like novices www.education.state.pa.us > 3

Unifying Themes and Experience www.education.state.pa.us > 4

Science Standards Documents www.education.state.pa.us > 5

Science Standards Documents www.education.state.pa.us > 6

2002 Standards 2009-2016 Standards PDE Standards Documents www.education.state.pa.us > 7

2002 Standards 2009-2016 Standards PDE Standards Documents www.education.state.pa.us > 8

2002 Standards 2009-2016 Standards PDE Standards Documents www.education.state.pa.us > 9

PA Science Education Framework PDE Standards Documents PA Science Education Framework www.education.state.pa.us > 10

Fourth and Eighth Grade PSSA based on 2002 Standards Assessment Anchors and Eligible Content Fourth and Eighth Grade PSSA based on 2002 Standards Only use 4th and 8th Grade AA / EC 50% of PSSA is Nature of Science 50% of PSSA is Physical, Life, Earth and Space Sciences Biology Keystone based on 2010 SAS Standards Use Biology Keystone AA / EC Chemistry Keystone (Not Planned) Use Chemistry AA / EC www.education.state.pa.us > 11

2002 Academic Standards www.education.state.pa.us > 12

2002 Science Standards www.education.state.pa.us > 13

Science Framework Expectations www.education.state.pa.us > 14

SAS Academic Standards www.education.state.pa.us > 15

50% of PSSA is Nature of Science SAS Academic Standards 50% of PSSA is Nature of Science 50% of PSSA is Physical, Life, Earth and Space Sciences Fourth and Eighth Grade PSSA based on 2002 Standards www.education.state.pa.us > 16

SAS Science Standards www.education.state.pa.us > 17

SAS Science Standards www.education.state.pa.us > 18

SAS Science Standards www.education.state.pa.us > 19

Document 1 Document 2 Competency Descriptors Explain 72 Describe 65 Identify 42 Recognize 24 Demonstrate 16 Differentiate 13 Examine 10 Document 2 Develop/Use Models 46 Construct Argument 22 Plan and Conduct Investigation 18 Analyze Data 16 Make/Use Observations 14 Mathematical Representation 11 www.education.state.pa.us > 20

SAS Standards NGSS Competency Descriptors Explain 72 Describe 65 Identify 42 Recognize 24 Demonstrate 16 Differentiate 13 Examine 10 NGSS Develop/Use Models 46 Construct Argument 22 Plan and Conduct Investigation 18 Analyze Data 16 Make/Use Observations 14 Mathematical Representation 11 www.education.state.pa.us > 21

A tool to utilize in developing K-12 science curriculum The Framework is . . . A tool to utilize in developing K-12 science curriculum Not a standards document Not a curriculum A means to make sense of multiple documents Aligned with multiple standards documents Conceptually based Utilizes current research in teaching and learning science Utilizes international research in science curriculum Provides direction for future www.education.state.pa.us > 22

Inquiry (NGSS: Science Practices) Science Framework Nature of Science Inquiry (NGSS: Science Practices) Unifying Themes (NGSS: Crosscutting Concepts) Content (DCI) Physical Sciences Life Science Earth and Space Sciences Alignment with Standards / AA & EC Repetition / Gaps www.education.state.pa.us > 23

Inquiry Three Dimensional Learning Inquiry (Science Practices) Student Performance Unifying Themes (Crosscutting Concepts) Content (DCI) www.education.state.pa.us > 24

Inquiry Three Dimensional Learning Unifying Themes Content (Crosscutting Concepts) Content (DCI) www.education.state.pa.us > 25

Built on Constructivist Learning Theory Conceptual Framework Built on Constructivist Learning Theory Utilizes three dimensional teaching and learning Focuses on making meaning Describes expectations of students to use knowledge and make sense of phenomena as a result of previous experiences Inquiry Centered Unifying Themes support students in making sense of phenomena Unifying Themes provide a structure for engaging students in thinking Standards based learning model www.education.state.pa.us > 26

Organization of Physical Science www.education.state.pa.us > 27

Organization of Life Science www.education.state.pa.us > 28

Organization of Earth and Space www.education.state.pa.us > 29

Describe what students know and be able to do Science Framework Grade specific K, 1, 2, 3, 4, 5, 6 – 8, 9 – 12 Describe what students know and be able to do Align to 2002 Standards and SAS Standards Align to Assessment Anchors and Eligible Content K – 5 explicitly aligned to NGSS www.education.state.pa.us > 30

Topic Progression - Elementary www.education.state.pa.us > 31

Topic Progression - Middle School www.education.state.pa.us > 32

Science Framework Organization www.education.state.pa.us > 33

Science Framework Organization www.education.state.pa.us > 34

Science Framework Organization www.education.state.pa.us > 35

Science Framework Components 36

Science Framework Organization www.education.state.pa.us > 37

NGSS Evidence Statements www.education.state.pa.us > 38

Common Core Alignment www.education.state.pa.us > 39

Scale, Proportion, and Quantity Systems and System Models Unifying Themes Patterns Cause and Effect Scale, Proportion, and Quantity Systems and System Models Energy and Matter Structure and Function Stability and Change www.education.state.pa.us > 40

Unifying Themes www.education.state.pa.us > 41

Developing and Using Models Planning and Carrying Out Investigations Inquiry and Design Asking Questions Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information www.education.state.pa.us > 42

Inquiry and Design www.education.state.pa.us > 43

Reflect Inquiry (Science Practices)? Does your curriculum . . . Include all AA / EC? Include all Standards? Reflect Inquiry (Science Practices)? Reflect Unifying Themes (Crosscutting Concepts)? Incorporate 3-Dimensional Learning? Match grade level progressions? Follow progression of concepts / topics? Include vocabulary? Include assessments? www.education.state.pa.us > 44

Science Learning Community www.education.state.pa.us > 45

Science Learning Community www.education.state.pa.us > 46

Science Leadership Day Upcoming Events Science Leadership Day November 30 in State College SAS Training – December, January, February Content Advisors available for trainings Science Matters Science Learning Community www.education.state.pa.us > 47

Anything for clarification? Any questions? Next? www.education.state.pa.us > 48