A Framework for K-12 Science Education: Practices,Crosscutting Concepts, core Ideas

A Framework for K-12 Science Education: Practices,Crosscutting Concepts, core Ideas

Science and engineering—significant parts of human culture that represent some of the pinnacles of human achievement—are not only major intellectual enterprises but also can improve people’s lives in fundamental ways.
Although the intrinsic beauty of science and a fascination with how the world works have driven exploration and discovery for centuries, many of the challenges that face humanity now and in the future—related, for example, to the environment, energy, and health—require social, political, and economic solutions that must be informed deeply by knowledge of the underlying science and engineering.
Many recent calls for improvements in K-12 science education have focused on the need for science and engineering professionals to keep the United  tates competitive in the international arena. Although there is little doubt that this need is genuine, a compelling case can also be made that understanding science and engineering, now more than ever, is essential for every American citizen.
Science, engineering, and the technologies they influence permeate every aspect of modern life. Indeed, some knowledge of science and engineering is required  to engage with the major public policy issues of today as well as to make informed everyday decisions, such as selecting among alternative medical treatments or determining how to invest public funds for water supply options. In addition, understanding science and the extraordinary insights it has produced can be meaningful and relevant on a personal level, opening new worlds to explore and offering lifelong opportunities for enriching people’s lives. In these contexts, learning science is important for everyone, even those who eventually choose careers in fields other than science or engineering.
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英文版全文 http://www.nap.edu/catalog.php?record_id=13165

概要部分的译文 https://www.douban.com/note/249432635/

至2017-12-22,尚未有中文版面世。

唐小为,丁邦平:美国国家研究理事会2011年7月发布的《K-12年级科学教育框架:实践、跨学科概念和核心核心概念》,用实践这个关键词替代了1996年以来使用的探究一词。原因是,以往探究一词被科学教育共同体以多种方式理解着。改用探究一词是为了为“探究”正名,更好地阐述探究在科学中的含义。理论性探究方式应该在课堂探究活动中占有主导位置。科学作为社会性活动的特质应该在课堂上得以充分施展。
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全文 http://www.ixueshu.com/document/1bd12f164b87371a318947a18e7f9386.html