Chemistry in Past and New Science Frameworks and Standards: Gains, Losses, and Missed Opportunities

Autor/inn/en	Talanquer, Vicente; Sevian, Hannah
Titel	Chemistry in Past and New Science Frameworks and Standards: Gains, Losses, and Missed Opportunities
Quelle	In: Journal of Chemical Education, 91 (2014) 1, S.24-29 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed400134c
Schlagwörter	Science Instruction; Chemistry; Academic Standards; Elementary Secondary Education; Comparative Analysis; Science Curriculum; Science Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Science education frameworks and standards play a central role in the development of curricula and assessments, as well as in guiding teaching practices in grades K-12. Recently, the National Research Council published a new Framework for K-12 Science Education that has guided the development of the Next Generation Science Standards. In this paper, we discuss what we see as critical gains, losses, and missed opportunities in the representation of chemistry in these new documents compared to the previous National Science Education Standards. The goal is to facilitate the comparative analysis of these two documents from a chemistry perspective, and elicit issues that we judge demand greater discussion and reflection among chemistry educators. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10