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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/13165 SHARE A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas DETAILS 400 pages | 8 1/4 x 10 | HARDBACK ISBN 978-0-309-21441-4 | DOI 10.17226/13165 AUTHORS BUY THIS BOOK Helen Quinn, Heidi Schweingruber, and Thomas Keller, Editors; Committee on Conceptual Framework for the New K-12 Science Education Standards; National Research Council FIND RELATED TITLES Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scientific reports – 10% off the price of print titles – Email or social media notifications of new titles related to your interests – Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas A FRAMEWORK FOR K-12 SCIENCE EDUCATION Practices, Crosscutting Concepts, and Core Ideas Committee on a Conceptual Framework for New K-12 Science Education Standards Board on Science Education Division of Behavioral and Social Sciences and Education Copyright National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This study was supported by grant numbers D09121.R01 and D09121.R02 between the National Academy of Sciences and the Carnegie Corporation of New York. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the Carnegie Corporation of New York. International Standard Book Number-13: 978-0-309-21742-2 International Standard Book Number-10: 0-309-21742-3 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www. nap.edu. Copyright 2012 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Copyright National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the gen- eral welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in pro- viding services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the National Research Council. www.national-academies.org Copyright National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Copyright National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas COMMITTEE ON A CONCEPTUAL FRAMEWORK FOR NEW K-12 SCIENCE EDUCATION STANDARDS HELEN R. QUINN (Chair), Stanford Linear Accelerator Center, Stanford University WYATT W. ANDERSON, Department of Genetics, University of Georgia, Athens TANYA ATWATER, Department of Earth Science, University of California, Santa Barbara PHILIP BELL, Learning Sciences, University of Washington, Seattle THOMAS B. CORCORAN, Teachers College, Columbia University RODOLFO DIRZO, Department of Biology, Stanford University PHILLIP A. GRIFFITHS, Institute for Advanced Study, Princeton, New Jersey DUDLEY R. HERSCHBACH, Department of Chemistry and Chemical Biology, Harvard University LINDA P.B. KATEHI, Office of the Chancellor, University of California, Davis JOHN C. MATHER, NASA Goddard Space Flight Center, Greenbelt, Maryland BRETT D. MOULDING, Utah Partnership for Effective Science Teaching and Learning, Ogden JONATHAN OSBORNE, School of Education, Stanford University JAMES W. PELLEGRINO, Department of Psychology and Learning Sciences Research Institute, University of Illinois at Chicago STEPHEN L. PRUITT, Office of the State Superintendent of Schools, Georgia Department of Education (until June 2010) BRIAN REISER, School of Education and Social Policy, Northwestern University REBECCA R. RICHARDS-KORTUM, Department of Bioengineering, Rice University WALTER G. SECADA, School of Education, University of Miami DEBORAH C. SMITH, Department of Curriculum and Instruction, Pennsylvania State University HEIDI A. SCHWEINGRUBER, Study Co-director THOMAS E. KELLER, Study Co-director MICHAEL A. FEDER, Senior Program Officer (until February 2011) MARTIN STORKSDIECK, Board Director KELLY A. DUNCAN, Senior Program Assistant (until October 2010) REBECCA KRONE, Program Associate STEVEN MARCUS, Editorial Consultant v Copyright National Academy of Sciences. All rights reserved. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas BOARD ON SCIENCE EDUCATION HELEN R. QUINN (Chair), Stanford Linear Accelerator Center, Stanford University PHILIP BELL, Learning Sciences, University of Washington, Seattle GEORGE BOGGS, American Association of Community Colleges (retired), Washington, DC WILLIAM B. BONVILLIAN, Washington, DC, Office, Massachusetts Institute of Technology JOSEPH FRANCISCO, Department of Chemistry, Purdue University ADAM GAMORAN, Center for Education Research, University of Wisconsin–Madison JERRY P. GOLLUB, Natural Sciences and Physics Departments, Haverford College MARGARET A. HONEY, New York Hall of Science, New York JANET HUSTLER, Partnership for Student Success in Science (PS3), Synopsys, Inc., Mountain View, California SUSAN KIEFFER, Department of Geology, University of Illinois, Urbana BRETT D. MOULDING, Utah Partnership for Effective Science Teaching and Learning, Ogden CARLO PARRAVANO, Merck Institute for Science Education, Rahway, New Jersey SUSAN R. SINGER, Department of Biology, Carleton College WILLIAM B. WOOD, Department of Cellular and Developmental Biology, University of Colorado, Boulder MARTIN STORKSDIECK, Director HEIDI A. SCHWEINGRUBER, Deputy Director MICHAEL A. FEDER, Senior Program Officer (until February 2011) MARGARET L. HILTON, Senior Program Officer THOMAS E. KELLER, Senior Program Officer NATALIE NIELSEN, Senior Program Officer SHERRIE FORREST, Associate Program Officer REBECCA KRONE, Program Associate ANTHONY BROWN, Senior Program Assistant KELLY DUNCAN, Senior Program Assistant (until October
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