On Tuesday, April 9, the final Next Generation Science Standards (NGSS), a new set of voluntary, rigorous, and internationally benchmarked standards for K-12 science education, were released.
Twenty-six states and their broad-based teams worked together for two years with a 41-member writing team [which included three people from Illinois and one from Maryland] and partners to develop the standards which identify science and engineering practices and content that all K-12 students should master in order to be fully prepared for college, careers and citizenship. The NGSS were built upon a vision for science education established by the Framework for K-12 Science Education, published by the National Academies’ National Research Council in 2011.
“The NGSS aim to prepare students to be better decision makers about scientific and technical issues and to apply science to their daily lives. By blending core science knowledge with scientific practices, students are engaged in a more relevant context that deepens their understanding and helps them to build what they need to move forward with their education -whether that’s moving on to a four-year college or moving into post-secondary training,” said Matt Krehbiel, Science Education Program Consultant, of Kansas.
“This blending of the dimensions described in the Framework for K-12 Science Education aligns with what research has shown are the most effective practices in teaching science. Students who experience quality instruction based on the NGSS will be prepared to understand the world around them and will be college and career ready.”
“As emphasized in the Framework, an active learning of scientific practices is critical, and takes time. A focus on these practices, rather than on content alone, leads to a deep, sustained learning of the skills needed to be a successful adult, regardless of career choice,” said Bruce Alberts, PhD, who is Editor-in-Chief of Science and served two six-year terms as President of the National Academy of Sciences. “We must teach our science students to do something in science class, not to memorize facts.”