Next Generation Science
Standards
A Look at Core Ideas of Engineering and
Technology
Summary created by:
Fred Ende (fende@pnwboces.org)
Regional Science Coordinator
Putnam/Northern Westchester BOCES
“Likely” New Standard Structure
• The Next Generation Science Standards (NGSS)
will most likely be built around three pillars:
– Scientific and Engineering Practices
– Crosscutting Concepts
– Disciplinary Core Ideas
Why a Focus on Engineering?
• The “inspirational” reasons:
– Builds the case for how science and engineering are
necessary to address the world’s challenges
– Will help build a larger workforce and further
investment in the facets of STEM
• The “practical” reasons:
– Builds relevance by helping students see the
application of many scientific concepts and ideas
(though engineering should not be confused with
“applied science”)
– Helps expose students to engineering topics more
regularly and at an earlier age
What, Exactly, Is Engineering?
• Basically, any practice of design to achieve
solutions to problems we encounter. These
design practices result in “technologies” which are
simply products created through the engineering
process.
• By comparison, “science” may or may not be
driven by any immediate application, and
argumentation in science usually strives to lead
towards one “correct” answer, whereas in
engineering there are often many “correct”
solutions to design problems.
What Aspects of Engineering Will the
Standards Focus On?
• The NGSS will address both practices and core
content ideas.
– See “Scientific and Engineering Practices”
presentation for more information on the practices
portion
– Two main core content ideas will be addressed:
• Engineering design and what that is
• Interdependence and influence of science,
engineering, and technology on the world
Engineering Core Ideas Explored
• Engineering Design
– Defining and Delimiting an Engineering Problem
– Developing Possible Solutions
– Optimizing the Design Solution
• Links Among Engineering, Technology, Science,
and Society (STS-E)
– Interdependence of Science, Engineering, and
Technology
– Influence of Engineering, Technology, and Science
on Society and the Natural World
What Will Districts Need to Do to
Address Engineering?
• It seems unlikely that most districts will need to
create new courses or entirely new curricula.
– Some may choose to create courses specifically on
engineering and STS-E, but most concepts can be
integrated into pre-existing science and technology
courses.
– Teachers in the science and technology content
areas should proactively discuss their curricula and
the Framework for K-12 Science Education together
to begin to get a sense of how they might collaborate
on addressing new engineering standards.
What Will Districts Need to Do to
Address Engineering?
• Staff development will be necessary, but can be
accomplished in a number of efficient ways:
– PLC’s that are department-based to explore the
Framework, engineering/technology ed. texts, and
current curriculum.
– District-wide/regional workshops to focus on key
aspects of the NGSS being developed as well as to
provide time to “build” new lessons using exemplars.
• One local resource K-6 is SCIENCE 21. Email
fende@pnwboces.org for exemplar lessons
currently being drafted.
Current NGSS Timeline
References
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Achieve, Inc. (2011). Achieve Inc. Retrieved from:
http://www.nextgenscience.org/
National Research Council. (2011). A Framework for K-12 Science
Education: Practices, Crosscutting Concepts, and Core Ideas.
Retrieved from: http://www.nap.edu/catalog.php?record_id=13165
NSTA Learning Center. (2011). A Framework for K-12 Science
Education: Retrieved from:
http://learningcenter.nsta.org/products/symposia_seminars/NLC/web
seminarXI.aspx
Sneider, Cary. (2011) Core Ideas of Engineering and Technology.
Science & Children, 45 (5), 8-12.