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The US [http://www.nextgenscience.org Next Generation Science Standards], completed in 2013, describe “a vision of what it means to be proficient in science”. The standards are formulated in a framework of (1) practices, (2) crosscutting concepts, and (3) disciplinary core ideas. | == Cross-Cutting Concepts == | ||
The US [http://www.nextgenscience.org Next Generation Science Standards], completed in 2013, describe “a vision of what it means to be proficient in science”. The standards are formulated in a framework of (1) practices, (2) crosscutting concepts, and (3) disciplinary core ideas. See also the explanations on [https://www.youtube.com/playlist?list=PLllVwaZQkS2rtZG_L7ho89oFsaYL3kUWq Youtube]. | |||
A similar approach can be seen in the Dutch [http://www.slo.nl/downloads/2014/kennisbasis-natuurwetenschappen-en-technologie-voor-de-onderbouw-vo.pdf/ Kennisbasis Natuurwetenschappen en Technologie voor de Onderbouw VO], in which each of the STEM areas is described in terms of the framework displayed below (see also pp. 7 ff of the document). | A similar approach can be seen in the Dutch [http://www.slo.nl/downloads/2014/kennisbasis-natuurwetenschappen-en-technologie-voor-de-onderbouw-vo.pdf/ Kennisbasis Natuurwetenschappen en Technologie voor de Onderbouw VO], in which each of the STEM areas is described in terms of the framework displayed below (see also pp. 7 ff of the document). | ||
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# What it is about | # What it is about | ||
# High-level learning goals | # High-level learning goals | ||
# Relevant contexts | # Relevant contexts | ||
# '''Characteristic ways of working (activities'''), grouped by: | |||
# Characteristic ways of working (activities), grouped by: | #* ''developing and applying models'' | ||
#* developing and applying models | #* ''researching'' | ||
#* researching | #* ''designing'' | ||
#* designing | #* ''information skills'' | ||
#* information skills | #* ''reasoning skills'' | ||
#* reasoning skills | #* ''numeric and mathematical skills'' | ||
#* numeric and mathematical skills | #* ''evaluating and judging'' | ||
#* evaluating and judging | # '''Content (learning goals)''' | ||
# '''Characteristic ways of thinking (key insights, cross-cutting concepts)''', grouped by: | |||
# Content (learning goals) | #* ''patterns'' | ||
#* ''scale, ratio, quantity'' | |||
# Characteristic ways of thinking (key insights), grouped by: | #* ''cause and effect'' | ||
#* patterns | #* ''system and system models'' | ||
#* scale, ratio, quantity | #* ''conservation, transport and life cycle of energy and matter'' | ||
#* cause and effect | #* ''structure and functionality'' | ||
#* system and system models | #* ''stability and change'' | ||
#* conservation, transport and life cycle of energy and matter | #* ''sustainability'' | ||
#* structure and functionality | #* ''risks and safety'' | ||
#* stability and change | |||
#* sustainability | |||
#* risks and safety | |||
Latest revision as of 08:30, 18 September 2014
Cross-Cutting Concepts
The US Next Generation Science Standards, completed in 2013, describe “a vision of what it means to be proficient in science”. The standards are formulated in a framework of (1) practices, (2) crosscutting concepts, and (3) disciplinary core ideas. See also the explanations on Youtube.
A similar approach can be seen in the Dutch Kennisbasis Natuurwetenschappen en Technologie voor de Onderbouw VO, in which each of the STEM areas is described in terms of the framework displayed below (see also pp. 7 ff of the document).
In your working group, explore the application of such a framework for Computing:
- does it fit in the Dutch STEM description? Which categories are missing?
- try to fill in the framework for a specific Computing area.
Examples
In the Dutch STEM knowledge base:
- Light, sound, radiation (part of Physics): pp. 46-48
- Technology: 155-160
Description format
Knowledge base STEM for lower grades of secondary education
- What it is about
- High-level learning goals
- Relevant contexts
- Characteristic ways of working (activities), grouped by:
- developing and applying models
- researching
- designing
- information skills
- reasoning skills
- numeric and mathematical skills
- evaluating and judging
- Content (learning goals)
- Characteristic ways of thinking (key insights, cross-cutting concepts), grouped by:
- patterns
- scale, ratio, quantity
- cause and effect
- system and system models
- conservation, transport and life cycle of energy and matter
- structure and functionality
- stability and change
- sustainability
- risks and safety