The readings, for this week, from A Framework for K-12 Science Education, gave an introduction to new concepts that should put into science classes. Chapter two describes the principles that this framework is based off of, and how concepts should be taught as a progression of learning throughout primary and secondary education. The beginning of Chapter 3 discusses the first dimension of scientific and engineering practices that should taught in schools.
A Framework included many themes that have been discussed in earlier readings. These include the importance of modeling in the classroom. Lehrer’s research and articles argued for this. Argumentation and explanation were predominant in the articles by Sampson and Reiser, where a student should learn how to analyze and then communicate what they found to others, through modeling and representations. Representations were mentioned in A Framework as well. The article says that, by the end of 12th grade, students should be able to critique representations and create their own. Our representation assignments and readings covered how representations have to be used carefully, depending on what is seen in the representation, and how it can be misleading.
Another common theme was that the goal of science education is not just to teach a student scientific facts: the results of scientific practices, but also how those pieces of knowledge were found. This theme has been constant in almost all of the readings assigned so far this semester. Lehrer describes, in his modeling articles, how a class should be representative of a scientific community. Sampson, Jackson, and Greeno also emphasize the importance of scientific practice as a way for a student to gain an understanding of science and scientific material. Students discovering facts on their own is also a good way to make the knowledge meaningful. This could increase the students’ motivation to learn, which is a difficult thing to do.