Content deleted Content added
Fix cite date error |
Added in references/citations for the NDEA and 21st Century Skills Tags: nowiki added Visual edit |
||
Line 70:
Today, we know that students at all levels of education can successfully experience and develop deeper level thinking skills through scientific inquiry.<ref name="National Science Education Standards 1996">National Science Education Standards. (1996). National Academy Press. Washington, DC.</ref> The graduated levels of scientific inquiry outlined by Schwab demonstrate that students need to develop thinking skills and strategies prior to being exposed to higher levels of inquiry.<ref name="Schwab, J 1966"/> Effectively, these skills need to be scaffolded by the teacher or instructor until students are able to develop questions, methods, and conclusions on their own.<ref name="Ban chi, H. 2008">Ban chi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26–29.</ref>
A catalyst for reform within North American science education was the 1957 launch of [[Sputnik 1|Sputnik]], the Soviet Union satellite. This historical scientific breakthrough caused a great deal of concern around the science and technology education the American students were receiving. In 1958 the U.S. congress developed and passed the [[National Defense Education Act]] in order to provide math and science teachers with adequate teaching materials.<ref name="science.education.nih.gov">National Institute for Health. (2005). Doing Science: The Process of Science Inquiry. [https://science.education.nih.gov/supplements/Process%20of%20Scietific%20Inquiry.pdf http://science.education.nih.gov/supplements/nih6/inquiry/guide/info_process-a.htm]</ref><ref>"National Defense Education Act | US Education Reform, 1958 | Britannica". ''www.britannica.com''. 2023-08-26. Retrieved 2023-10-04.</ref>
====== Science Standards ======
America's '''[[Next Generation Science Standards|Next Generation Science Standards (NGSS)]]''' embrace student centered inquiry-based pedagogy by implementing a three part approach to science education: Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Cross Cutting Concepts (CCCs).<ref>{{Cite web |title=Home Page {{!}} Next Generation Science Standards |url=https://www.nextgenscience.org/ |access-date=2023-10-24 |website=www.nextgenscience.org}}</ref> The standards are designed so that students learn science by performing scientific practices in the classroom. Students use SEPs such as asking questions, planning and carrying out investigations, collaboration, data collection and analysis, argumentation from evidence, and more to learn the DCIs and CCCs in scientific content areas. These practices are comparable to the [[21st century skills|21st Century Skills]] that have been shown to be indicators of success in modern societies and workplaces regardless of whether that field is science based.<ref>Gewertz, C. (2007, June 8). “Soft Skills” in Big Demand. ''Education Week''. <nowiki>https://www.edweek.org/teaching-learning/soft-skills-in-big-demand/2007/06</nowiki></ref>
====== Pedagogical Applications ======
| |||