Pan-Canadian Science Framework. Product and Process

2018 ◽  
Vol 9 (5) ◽  
pp. 262
Author(s):  
Raja Panwar
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
School Curriculum ◽  
Common Framework ◽  
Classroom Science ◽  
The Common ◽  
Product And Process ◽  
Science Framework ◽  
K 12 ◽  
Council Of Ministers

<span>The focus of this article is the Common Framework of Science Learning Outcomes, K-12 developed under the aegis of the Council of Ministers of Education, Canada (CMEC). In February 1995 CMEC adopted the Pan-Canadian Protocol for Collaboration on School Curriculum, which formed the basis for the Pan-Canadian Science Project resulting in the Framework as a deliverable. Science consultants from provincial and territorial ministries of education, together with classroom science teachers working in Canada's two oficial languages 4nglish and French- were involved in the development of the framework.</span>

scholarly journals Preschool Literacy and the Common Core: A Professional Development Model

2016 ◽  
Vol 5 (3) ◽  
pp. 236 ◽  
Author(s):  
Donna G. Wake ◽  
Tammy Rachelle Benson
Keyword(s):  
Professional Development ◽  
Common Core ◽  
School Curriculum ◽  
Development Model ◽  
Common Core Standards ◽  
Professional Educators ◽  
Professional Development Model ◽  
The Common ◽  
Preschool Literacy ◽  
K 12

<p>Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core.</p><p>This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher’s goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners’ knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers’ abilities to prepare their students for the new expectations for school-based literacy.</p>

scholarly journals A Made-in-Canada Second Language Framework for K-12 Education: Another Case Where No Prophet is Accepted in their Own Land

2020 ◽  
Vol 23 (2) ◽  
pp. 141-167
Author(s):  
Monique Gabrielle Bournot-Trites ◽  
Lucas Friesen ◽  
Carl Ruest ◽  
Bruno D. Zumbo
Keyword(s):  
Second Language ◽  
School Context ◽  
Quality Of Education ◽  
Canadian Context ◽  
The Common ◽  
State Of Affairs ◽  
K 12 ◽  
Council Of Ministers ◽  
Made In

To ensure quality of education, a language framework should be the foundation on which second language curricula are developed. In 2010, the Council of Ministers of Education, Canada (CMEC), as suggested by Vandergrift (2006a, 2006b), recommended the use of the Common European Framework of Reference (CEFR) in the K-12 Canadian school context and presented several considerations for adaptation before it should be adopted and used. Although the CEFR is partially used across Canada, few of the CMEC’s considerations have been met to date. Given this state of affairs, we suggest the made-in-Canada, Canadian Language Benchmarks and les Niveaux de compétence linguistique canadiens (CLB/NCLC) as an alternative. We argue that the CLB/NCLC, profoundly revised in 2012, best embrace the Canadian context and, using Vandergrift’s criteria for a valid language framework, that CLB/NCLC are now superior to the CEFR in many aspects.

How Should Learning through STEM and Music Be Aligned?

2021 ◽  
pp. 16-27
Author(s):  
Shawna Longo
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Learning Experience ◽  
Technology In Education ◽  
Science Standards ◽  
Education Standards ◽  
Mathematics Standards ◽  
Engineering Standards ◽  
Science Framework ◽  
K 12

This chapter begins by providing a few “Pool Rules” before jumping into aligning STEM and Music. The importance of quality and authenticity in the learning experience is paramount, and this part of the book seeks to help the reader achieve both. The chapter then explores multiple sides of STEM and Music to provide guidance on using and assessing high-quality educational standards currently available to the greater educational community. Each set of standards explained provides another way that educators may find direct connections between content areas. These standards include the Next Generation Science Standards, International Society for Technology in Education Standards, Computer Science Teachers Association & K–12 Computer Science Framework, Common Core Mathematics Standards for Practice, Engineering Standards, and National Core Arts Standards.

scholarly journals Assessing and Benchmarking Learning Outcomes of Robotics-Enabled STEM Education

2021 ◽  
Vol 11 (2) ◽  
pp. 84
Author(s):  
S. M. Mizanoor Rahman
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Stem Education ◽  
User Study ◽  
Research Approach ◽  
Traditional Teaching ◽  
Assessment Metrics ◽  
Social Scientific ◽  
Survey Responses ◽  
Mathematics And Science Teachers

Experienced middle school mathematics and science teachers were recruited for a pilot study. The teachers separately responded to a survey related to determining expected learning outcomes based on their traditional teaching, classroom experiences and observations, and self-brainstorming. The teachers then received training on how to design, develop, and implement robotics-enabled lessons under a design-based research approach for experiential learning, and taught robotics-enabled lessons to a selected student population in classroom settings. The teachers then responded to the survey for the robotics-enabled teaching. For each case (traditional and robotics-enabled), the survey responses were analyzed, and a set of expected learning outcomes of math and science lessons was derived separately. The thematic analysis results showed that the expected learning outcomes for the robotics-enabled lessons were not only related to the educational gains (content knowledge) observed in traditional teaching, but also to the improvements in the behavioral, social, scientific, cognitive, and intellectual aptitudes of the students. Then, a set of metrics and methods were proposed for assessing the learning outcomes separately. To validate the assessment metrics and methods, teachers from different schools taught two selected robotics-enabled lessons (one math, one science) to same grade students, and separately assessed the learning outcomes of each student using the proposed metrics and methods. The learning outcomes were then compared and benchmarked between schools and subjects. The results of a user study with the teachers showed user acceptance, effectiveness, and suitability of the assessment metrics and methods. The proposed scheme of assessing learning outcomes can be used to assess and justify the benefits and advantages of robotics-enabled STEM education, benchmark the outcomes, help improve teaching preparations, motivate decision-makers to confer on robotics-enabled STEM education and curricula development, and promote robotics-enabled STEM education.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

The wheel of fortune as a novel support for constructive alignment and transformative sustainability learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Noy ◽  
Teresa Capetola ◽  
Rebecca Patrick
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Education For Sustainability ◽  
Student Experiences ◽  
Content Type ◽  
Constructive Alignment ◽  
Common Framework ◽  
Changing Times

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

scholarly journals Evaluation of Engineering Problem-framing Professional Development for K-12 Science Teachers

2020 ◽  
Author(s):  
Meg West ◽  
J. Hylton ◽  
Patrick Herak ◽  
Bruce Wellman ◽  
Todd France
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Engineering Problem ◽  
Problem Framing ◽  
K 12
Sign in / Sign up

Export Citation Format

Share Document