1. Direction of Science Education in Pennsylvania PAIUCC November 9, 2016
David A. Bauman, Ed.D.
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2. Science lives on the strength of the argument, NOT the text.
. . . Lawrence Lowery
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3. 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
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4. Unifying Themes and Experience
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5. Science Standards Documents
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6. Science Standards Documents
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7. 2002 Standards 2009-2016 Standards PDE Standards Documents
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8. 2002 Standards 2009-2016 Standards PDE Standards Documents
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9. 2002 Standards 2009-2016 Standards PDE Standards Documents
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10. PA Science Education Framework
PDE Standards Documents
PA Science Education Framework
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11. 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
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12. 2002 Academic Standards
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13. 2002 Science Standards
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14. Science Framework Expectations
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15. SAS Academic Standards
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16. 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
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17. SAS Science Standards
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18. SAS Science Standards
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19. SAS Science Standards
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20. 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
Construct Argument
Plan and Conduct Investigation
Analyze Data
Make/Use Observations 14
Mathematical Representation
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21. SAS Standards NGSS Competency Descriptors Explain 72 Describe 65
Identify 42
Recognize 24
Demonstrate 16
Differentiate 13
Examine 10
NGSS
Develop/Use Models
Construct Argument
Plan and Conduct Investigation
Analyze Data
Make/Use Observations 14
Mathematical Representation
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22. 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
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23. 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
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24. Inquiry Three Dimensional Learning Inquiry (Science Practices) Student
Performance
Unifying
Themes
(Crosscutting
Concepts)
Content
(DCI)
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25. Inquiry Three Dimensional Learning Unifying Themes Content
(Crosscutting
Concepts)
Content
(DCI)
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26. 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
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27. Organization of Physical Science
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28. Organization of Life Science
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29. Organization of Earth and Space
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30. 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
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31. Topic Progression - Elementary
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32. Topic Progression - Middle School
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33. Science Framework Organization
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34. Science Framework Organization
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35. Science Framework Organization
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36. Science Framework Components36

37. Science Framework Organization
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38. NGSS Evidence Statements
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39. Common Core Alignment
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40. 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
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41. Unifying Themes
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42. 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
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43. Inquiry and Design
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44. 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?
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45. Science Learning Community
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46. Science Learning Community
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47. 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
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48. Anything for clarification? Any questions? Next?
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