What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards
What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards
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参与、公平和多元化实践的维度又如何呢？
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发表时间：
2015
期刊：
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通讯作者：
Alberto J. Rodriguez
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作者：
Alberto J. Rodriguez
在本文中，我提供了一个K-12科学教育的框架：实践，横切概念和核心思想（NRC，2012）和下一代科学标准（Achieve，2013）的批评。虽然新版本的科学教育标准和支持它们的论点是对以前版本的NRC科学教育标准的改进，但我们必须停下来反思一下跳上另一个教育改革的含义，快速行驶的火车。使用社会转型建构主义作为指导理论的透镜，我认为，概念框架和NGSS文件不足，由于缺乏回顾，正在进行的相互矛盾的话语，以及缺乏声音和代表性，在这些重要的政策文件的发展。最后提出改进与讨论的建议，希望能避免像先前的国家科学教育标准那样，对教师的实践和学生的学习产生太小的影响。© 2015威利期刊公司. J Res Sci Teach 52：1031-1051，2015.
In this paper, I offer a critique of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) and of the Next Generation Science Standards (Achieve, 2013). While the new version of the science education standards and the arguments put forward to support them are an improvement from the previous version of the NRC Science Education Standards, we must pause and reflect on the implications on jumping on another education reform, fast moving train. Using sociotransformative constructivism as a guiding theoretical lens, I argued that the Conceptual Framework and NGSS documents fall short due to the lack of retrospection, the on-going contradictory discourses, and the lack of voice and representation in the development of these important policy documents. Suggestions for improvement and discussion are offered in hope that we might prevent the NGSS from having as little impact on teachers' practice and on students' learning as the previous version of the national science education standards had. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 1031–1051, 2015.