Next generation science standards : for states, by states

By Ngss Lead States. 2013

2,111 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ad91f1321bd1f9e8f0980d904843b34866074795

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Citations in the corpus

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning (2019, background): “Contemporary Views of Scientific Literacy The recently released Next Generation Science Standards (NGSS; NGSS Lead States, 2013) attempt to repair the leaky STEM pipeline in our nation by engaging and maintaining students’ interests in science-related issues, while providing them with the content…”
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments (2020, methodology): “Now, guided by the Next Generation Science Standards (NGSS Lead States, 2013), and with new approaches to teaching and learning science, many US students are learning that science is a process, involving robust methods for seeking and validating “truths” about the natural world that are useful to us”
Understanding Students' Experiments—What kind of support do they need in inquiry tasks? (2014, background): “Today, many countries have benchmarks for science education, in which they put explicit emphasis on ‘inquiry’: e.g. Canada (OME, 2008a, 2008b), the UK (DfES/ QCA, 2004), Australia (ACARA, 2012), the USA (NGSS Lead States, 2013; NRC, 1996) and Germany (KMK, 2005a, 2005b, 2005c).”
Defining Computational Thinking for Mathematics and Science Classrooms (2016, methodology): “Data skills have long been a part of scientific and mathematical standards and classroom curricula (NCTM 2000; NGSS Lead States 2013).”
A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea (2019, unknown): “Whereas there has been some discussion on similarities and differences between scientific and engineering practices (Fortus et al., 2004; National Academy of Engineering and National Research Council, 2014; NGSS Lead States, 2013) there has been a dearth of research on scientific practices as learni”
Teaching the control-of-variables strategy: A meta-analysis (2016, background): “The Next Generation Science Standards (NGSS; NGSS Lead States, 2013) are defined in the context of science and engineering practice.”
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach (2020, background): “…claims and mental models of presented phenomena, designing investigation and collecting data, interpreting data to shape persuasive arguments, and evaluating and summarizing a variety of arguments to establish a consensus within a classroom community (Driver et al. 1994; NGSS Lead States 2013).”
Blended learning, e-learning and mobile learning in mathematics education (2016, background): “White and Martin (2014, p. 64) argue that the characteristics of mobile devices (such as capturing and collecting information, communicating and collaborating with others, consuming and critiquing media, constructing and creating personal forms of representation and expression) can be readily mapped”
Understanding and Promoting Thinking About Knowledge (2016, methodology): “Besides Perry’s (1970) model, they are Kuhn et al.”
Integrating computational thinking across the K--8 curriculum (2014, unknown): “● Scientific and Engineering Practices in Achieve’s Next Generation Science Standards (NGSS) such as Developing and using models (Practice #2), Planning and carrying out investigations (Practice #3), Analyzing and interpreting data (Practice #4), Using Mathematical and computational thinking (Practi”