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Standards for K-12 Engineering Education? - Committee On Standards For K 12 Engineering Education - Bog - National Academies Press - Plusbog.dk

Standards for K-12 Engineering Education? - Committee On Standards For K 12 Engineering Education - Bog - National Academies Press - Plusbog.dk

The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education—science, technology, and mathematic—but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study. Table of ContentsFront MatterExecutive Summary1 Introduction2 Arguments For and Against Content Standards for K–12 Engineering Education3 Leveraging Existing Standards to Improve K–12 Engineering Education4 Conclusions and RecommendationsAppendix A: Committee BiographiesAppendix B: Commissioned PapersAppendix C: Workshop on Standards for K–12 Engineering Education

DKK 312.00
1

Engineering in K-12 Education - Committee On Understanding And Improving K 12 Engineering Education In The United States - Bog - National Academies

Engineering in K-12 Education - Committee On Understanding And Improving K 12 Engineering Education In The United States - Bog - National Academies

Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects--science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.

DKK 312.00
1

A Framework for K-12 Science Education - Committee On Conceptual Framework For The New K 12 Science Education Standards - Bog - National Academies

A Framework for K-12 Science Education - Committee On Conceptual Framework For The New K 12 Science Education Standards - Bog - National Academies

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. Table of ContentsFront MatterSummaryPART I: A Vision for K-12 Science Education1 A New Conceptual Framework2 Guiding Assumptions and Organization of the FrameworkPART II: Dimensions of the Framework3 Dimension 1: Scientific and Engineering Practices4 Dimension 2: Crosscutting Concepts5 Dimension 3: Disciplinary Core Ideas - Physical Sciences6 Dimension 3: Disciplinary Core Ideas - Life Sciences7 Dimension 3: Disciplinary Core Ideas - Earth and Space Sciences8 Dimension 3: Disciplinary Core Ideas - Engineering, Technology, and Applications of SciencePART III: Realizing the Vision9 Integrating the Three Dimensions10 Implementation: Curriculum, Instruction, Teacher Development, and Assessment11 Equity and Diversity in Science and Engineering Education12 Guidance for Standards Developers13 Looking Toward the Future: Research and Development to Inform K-12 Science Education StandardsAPPENDIXESAppendix A: Summary of Public Feedback and Subsequent RevisionsAppendix B: Bibliography of References Consulted on Teaching and LearningAppendix C: Biographical Sketches of Committee Members and StaffAppendix D: Design Team MembersIndexPhoto Credits

DKK 360.00
1

Building Capacity for Teaching Engineering in K-12 Education - Division Of Behavioral And Social Sciences And Education - Bog - National Academies

Building Capacity for Teaching Engineering in K-12 Education - Division Of Behavioral And Social Sciences And Education - Bog - National Academies

Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. Table of ContentsFront MatterSummary1 Introduction2 Engineering and K12 Education3 Goals of K12 Engineering Education4 The Workforce of K12 Teachers of Engineering5 Professional Learning6 Creating a System of Support for K12 Engineering Teachers7 Conclusions and RecommendationsAppendix A: Committee BiographiesAppendix B: Educator Capacity Building in PreK12 Engineering Education: Workshop 1 Agenda: April 1820, 2017Appendix C: Educator Capacity Building in PreK12 Engineering Education: Workshop 2 Agenda: August 30, 2017

DKK 344.00
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Changing Expectations for the K-12 Teacher Workforce - Committee On Understanding The Changing Structure Of The K–12 Teacher Workforce - Bog -

Changing Expectations for the K-12 Teacher Workforce - Committee On Understanding The Changing Structure Of The K–12 Teacher Workforce - Bog -

Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in theworkplace and in-service professional development. Table of ContentsFront MatterSummary1 Introduction2 Contextual Factors That Shape the Current Teacher Workforce3 Changing Expectations for Teaching and Learning4 Trends and Developments in the Teacher Labor Market5 Preparing Teachers to Meet New Expectations: Preservice Teacher Education6 Opportunities for Learning Through Inservice Professional Development7 Opportunities for Teacher Learning in the Workplace8 Conclusions, High-Priority Issues Requiring Immediate Action, and Research AgendaAppendix: Committee and Staff Biosketches

DKK 370.00
1

Teaching K-12 Science and Engineering During a Crisis - Division Of Behavioral And Social Sciences And Education - Bog - National Academies Press -

Teaching K-12 Science and Engineering During a Crisis - Division Of Behavioral And Social Sciences And Education - Bog - National Academies Press -

The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts. Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences. Table of ContentsFront Matter1 Introduction2 Foundational Principles3 Prioritizing Relationships and Equity4 Adjusting Instruction in Changing Environments5 Managing and Modifying the Scope of Content and Curriculum6 Monitoring Learning for Continuous Improvement7 Supporting Collaborations and Leveraging PartnershipsAppendix: Online ResourcesAbout the AuthorAcknowledgments

DKK 318.00
1

Foundations of Data Science for Students in Grades K-12 - Division Of Behavioral And Social Sciences And Education - Bog - National Academies Press -

Foundations of Data Science for Students in Grades K-12 - Division Of Behavioral And Social Sciences And Education - Bog - National Academies Press -

On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop. Table of ContentsFront Matter1 Introduction2 Vision for K12 Data Science Education and Outcomes3 Current Landscape of Data Science Education4 Supporting Implementation: Tools, Resources, and Teacher Preparation5 Looking ForwardReferencesAppendix A: Workshop AgendaAppendix B: Biographies of Committee Members and PresentersAppendix C: Submitted Cases

DKK 201.00
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Reopening K-12 Schools During the COVID-19 Pandemic - Division Of Behavioral And Social Sciences And Education - Bog - National Academies Press -

Reopening K-12 Schools During the COVID-19 Pandemic - Division Of Behavioral And Social Sciences And Education - Bog - National Academies Press -

The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists. Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely. Table of ContentsFront MatterSummary1 K12 Schools and COVID-19: Context and Framing2 COVID-19: What Is and Is Not Known3 Schools and the Pandemic4 Deciding to Reopen Schools5 Reducing Transmission When School Buildings Are Open6 Recommendations and Urgent ResearchEpilogueReferencesAppendix A: The Committee's Review of Existing EvidenceAppendix B: Guidance Documents Collected by the CommitteeAppendix C: Example District Plans for Reopening SchoolsAppendix D: Biographical Sketches of Committee Members and Staff

DKK 292.00
1

Characterizing and Communicating Uncertainty in the Assessment of Benefits and Risks of Pharmaceutical Products - Institute Of Medicine - Bog -

Characterizing and Communicating Uncertainty in the Assessment of Benefits and Risks of Pharmaceutical Products - Institute Of Medicine - Bog -

Despite the extensive body of evidence that informs regulatory decisions on pharmaceutical products, significant uncertainties persist, including the underlying variability in human biology, factors associated with the chemistry of a drug, and limitations in the research and clinical trial process itself that might limit the generalizability of results. As a result, regulatory reviewers are consistently required to draw conclusions about a drug's safety and efficacy from imperfect data. Efforts are underway within the drug development community to enhance the evaluation and communication of the benefits and risks associated with pharmaceutical products, aimed at increasing the predictability, transparency, and efficiency of pharmaceutical regulatory decision making. Effectively communicating regulatory decisions necessarily includes explanation of the impact of uncertainty on decision making. On February 12 and May 12, 2014, the Institute of Medicine's Forum on Drug Discovery, Development, and Translation held public workshops to advance the development of more systematic and structured approaches to characterize and communicate the sources of uncertainty in the assessment of benefits and risks, and to consider their implications for pharmaceutical regulatory decisions. Workshop presentations and discussions on February 12 were convened to explore the science of identifying and characterizing uncertainty in scientific evidence and approaches to translate uncertainties into decisions that reflect the values of stakeholders. The May 12 workshop presentations and discussions explored tools and approaches to communicating about scientific uncertainties to a range of stakeholders in the drug development process. Characterizing and Communicating Uncertainty in the Assessment of Benefits and Risks of Pharmaceutical Products summarizes the presentation and discussion of both events. This report explores potential analytical and communication approaches and identifies keyconsiderations on their development, evaluation, and incorporation into pharmaceutical benefit-risk assessment throughout the entire drug development lifecycle. Table of ContentsFront Matter1 Introduction2 Identifying and Characterizing Uncertainty3 The Regulators' Challenge4 Basic Methodologies and Applications for Understanding and Evaluating Uncertainty5 Communicating Uncertainty6 Final Reflections on Ways to Characterize and Communicate UncertaintyReferencesAppendix A: Workshop AgendaAppendix B: FDA Case StudiesAppendix C: BibliographyAppendix D: Participant Biographies

DKK 305.00
1

Sharing the Adventure with the Student - Planning Committee On Sharing The Adventure With The Student: Exploring The Intersections Of Nasa S - Bog -

Sharing the Adventure with the Student - Planning Committee On Sharing The Adventure With The Student: Exploring The Intersections Of Nasa S - Bog -

On December 2-3, 2014, the Space Studies Board and the Board on Science Education of the National Research Council held a workshop on the NASA Science Mission Directorate (SMD) education program - "Sharing the Adventure with the Student." The workshop brought together representatives of the space science and science education communities to discuss maximizing the effectiveness of the transfer of knowledge from the scientists supported by NASA's SMD to K-12 students directly and to teachers and informal educators. The workshop focused not only on the effectiveness of recent models for transferring science content and scientific practices to students, but also served as a venue for dialogue between education specialists, education staff from NASA and other agencies, space scientists and engineers, and science content generators. Workshop participants reviewed case studies of scientists or engineers who were able to successfully translate their research results and research experiences into formal and informal student science learning. Education specialists shared how science can be translated to education materials and directly to students, and teachers shared their experiences of space science in their classrooms. Sharing the Adventure with the Student is the summary of the presentation and discussions of the workshop. Table of ContentsFront MatterIntroduction and Background1 Setting the Stage2 A New Vision for K-12 Science and Engineering Education and NASA SMD Education3 Space Science Education Curriculum and Materials4 Collaboration Among NASA SMD and K-12 Districts, Schools, and Teachers5 Supporting Science and Engineering Teachers Through Professional Development6 Evaluation of Education and Evaluation in Practice within NASA SMD7 Enabling Actions8 Wrap-UpAppendixesAppendix A: Statement of TaskAppendix B: Workshop AgendaAppendix C: Poster AbstractsAppendix D: Workshop ParticipantsAppendix E: Biographical Information for Organizing Committee and Staff

DKK 292.00
1

Critical Needs and Gaps in Understanding Prevention, Amelioration, and Resolution of Lyme and Other Tick-Borne Diseases - Committee On Lyme Disease

Critical Needs and Gaps in Understanding Prevention, Amelioration, and Resolution of Lyme and Other Tick-Borne Diseases - Committee On Lyme Disease

A single tick bite can have debilitating consequences. Lyme disease is the most common disease carried by ticks in the United States, and the number of those afflicted is growing steadily. If left untreated, the diseases carried by ticks--known as tick-borne diseases--can cause severe pain, fatigue, neurological problems, and other serious health problems. The Institute of Medicine held a workshop October 11-12, 2010, to examine the state of the science in Lyme disease and other tick-borne diseases.

DKK 617.00
1