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Using the NRC Framework to Engage Students in Learning Science in Informal Environments

January 1, 2012 | Media and Technology, Public Programs, Professional Development, Conferences, and Networks, Exhibitions, Informal/Formal Connections
The NRC Framework for K – 12 Science Education (2012) lists five major ideas that are essential to the design of assessments and learning environments: 1) limited number of core ideas of science, 2) cross-cutting concepts, 3) engaging students in scientific and engineering practices, 4) building integrated understanding as a developmental process, and 5) the coupling of scientific ideas and scientific and engineering practices to develop integrated understanding. What implications do these major ideas have for assessment in informal science setting? This paper will discuss each of these ideas and discuss what they mean for assessment.

TEAM MEMBERS

  • Joseph Krajcik
    Author
    Michigan State University
  • Citation

    Publication Name: Visitor Studies Association
    Resource Type: Report
    Discipline: Education and learning science | Engineering | General STEM
    Audience: Educators/Teachers | Museum/ISE Professionals | Evaluators
    Environment Type: Media and Technology | Public Programs | Professional Development, Conferences, and Networks | Professional Development and Workshops | Exhibitions | Informal/Formal Connections

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