Target Proficiencies in Science and Engineering for K-12 Students
(from The National Research Council - draft summer 2010)
| Science | Engineering |
|---|---|
| Strand 1 - Know, use and interpret scientific explanations of the natural world | Strand 1 - Know use and interpret scientific explanations in the designed world |
| • Encountering and recognizing a puzzling phenomenon • Formulating a scientific question |
• Encountering an unmet need or problem • Defining a technological problem • Learning about related established |
| • Learning about related established scientific knowledge, and how it was developed
• Researching how others have approached similar questions/ problems, or
learning more about the nature of the problem • Reading scientific/technical books and other resources to extract information • Using and interpreting science and engineering knowledge in written work and spoken discussion and as an element in argumentation about interpretation of evidence • Using models to envision natural or technological systems and to make predictions |
| Strand 2 - Generating and Evaluating Scientific Evidence | Strand 2 - Generating and Evaluating Technological Solutions |
| • Deciding what evidence is needed to answer a
scientific question • Formulating a testable hypothesis regarding the answer to the question • Deciding what variables to investigate • Planning an experiment, field study, or observation program • Constructing or selecting instruments and measurement method • Collecting, recording and displaying data • Analyzing and interpreting data to establish evidence • Constructing representations of the natural world using graphs, images, and diagrams |
• Determining criteria for success and constraints, or limits • Deciding which are the most important criteria and essential constraints • Planning an engineering design project • Constructing or selecting resources to carry out the project • Brainstorming, evaluating, and synthesizing initial ideas • Comparing alternatives, making tradeoffs to optimize the solution • Making drawings, building and testing physical and mathematical models of prototype solutions • Determining which solutions best meet the criteria and constraints |
| • Justifying explanations or optimum solutions using argument from evidence • Identifying remaining questions or problems to solve |
| Strand 3 Understanding the nature and
development of Scientific Knowledge
and Capabilities |
Strand 3 Understanding the nature and development of Technological Knowledge and Capabilities |
| • Reflecting on evidence and argument as the
source of scientific knowledge • Recognizing that knowledge can be revised in light of new evidence |
• Reflecting on creativity and analysis in the
development of technologies • Recognizing that technologies or designs can always be improved |
| • Understanding the interplay of science, technology and society • Reflecting on the status of their own knowledge and ways of thinking • Using systems thinking and explicit models to refine their own mental models |
| Strand 4 - Participating Productively in practices and discourse of Science or Engineering • Motivated to learn about science and engineering • Forming a self-identity as a science and engineering learner and problem solver • Skillfully interacting with peers and working in teams • Representing information and ideas clearly and convincingly • Arguing logically from evidence • Respectfully listening and responding to the ideas of others • Questioning one's own ideas and modifying them in the light of evidence • Engaging in designing solutions to practical problems using science knowledge relevant to the context |