scholarly journals The Implementation of the Next Generation Science Standards and the Tumultuous Fight to Implement Climate Change Awareness in Science Curricula

2020 ◽  
Vol 29 (1) ◽  
pp. 35
Author(s):  
Christopher Thomas Holland
Keyword(s):  
Climate Change ◽  
Public Debate ◽  
Next Generation Science Standards ◽  
Change Implementation ◽  
Next Generation ◽  
Science Standards ◽  
Climate Change Education ◽  
Global Issues ◽  
Scientific Consensus ◽  
Science Curricula

The following article examines the implementation and controversy that surround climate change education and the implementation of the Next Generation Science Standards (NGSS). In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and detractors. Therefore, this paper first examines the manner in which climate change continues to remain a debatable topic of discussion throughout American classrooms despite overwhelming scientific consensus. After, it explores how the debate over climate change stems from differing ethical cornerstones. Moreover, it delves into the oppositional perspective on climate change implementation by exploring the work of Truth in Texas Textbooks (TTT). Subsequently, it introduces and analyzes the creation and implementation of NGSS and discusses how adoption of NGSS and stronger levels of opposition to TTT is responsive policy that remains a necessary step to challenging global issues created by climate change.

Music and Science

2020 ◽  
pp. 151-204
Author(s):  
Kristin Harney
Keyword(s):  
Climate Change ◽  
Musical Instruments ◽  
Next Generation Science Standards ◽  
Full Length ◽  
Next Generation ◽  
Science Standards ◽  
Specific Teaching ◽  
The City

This chapter explores connections between music and science. It includes rationales for integrating music and science, common links between the two disciplines, and a discussion of the Next Generation Science Standards and the National Core Arts Standards. Tables clearly show the standards that are incorporated throughout the lessons and examples. The chapter contains six detailed, full-length lessons that integrate music and science. These include lessons that explore the Ebola epidemic in Liberia; the classification of animals with Saint-Saëns’s Carnival of the Animals; connections between steady beat, heartbeat, tempo, and rate; layering and preservation in the song “Pompeii” and the city of Pompeii; creating musical instruments; and the role of butterflies as indicators of climate change. The chapter ends with an inventory of ideas detailing seventeen additional lesson topics, specific teaching strategies, and recommended activities.

Framing of Climate Change in United States Science Education

2017 ◽  
Author(s):  
K.C. Busch
Keyword(s):  
Climate Change ◽  
Climate Science ◽  
Next Generation Science Standards ◽  
Future Generations ◽  
Science Standards ◽  
Negative Effects ◽  
Climate Change Education ◽  
Knowledge Deficit ◽  
Literature Base ◽  
The Many

Although future generations—starting with today’s youth—will bear the brunt of negative effects related to climate change, some research suggests that they have little concern about climate change nor much intention to take action to mitigate its impacts. One common explanation for this indifference and inaction is lack of scientific knowledge. It is often said that youth do not understand the science; therefore, they are not concerned. Indeed, in science educational research, numerous studies catalogue the many misunderstandings students have about climate science. However, this knowledge-deficit perspective is not particularly informative in charting a path forward for climate-change education. This path is important because climate science will be taught in more depth as states adopt the Next Generation Science Standards within the next few years. How do we go about creating the educational experiences that students need to be able to achieve climate-science literacy and feel as if they could take action? First, the literature base in communication, specifically about framing must be considered, to identify potentially more effective ways to craft personally relevant and empowering messages for students within their classrooms.

scholarly journals The impact of perception of middle school curricula according to the next generation of science standards on conceptual comprehension and thinking skills

2021 ◽  
Vol 8 (10) ◽  
pp. 85-92
Author(s):  
Mohammed Taher Mohammed Khawaji ◽  
◽  
Asmaa Al Moner Asseri ◽  
Keyword(s):  
Conceptual Understanding ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Next Generation Science Standards ◽  
Control Group ◽  
First Year ◽  
Next Generation ◽  
Science Standards ◽  
Science Curricula ◽  
The Impact

There is an urgent need to update the science curricula content in light of the Next Generation Science Standards (NGSS). The purpose of this research is to present a proposal of the science curricula content in light of the NGSS. Secondly, the effect of NGSS on conceptual understanding and higher-thinking skills among first-year intermediate students is also analyzed. This work is unique as no research is conducted on the topic as per the best of our knowledge. Hence, the research may motivate further studies on the topic. The semi-experimental method was used to know the impact of teaching science in conceptual understanding and higher thinking skills. The sample consisted of 62 students divided into two groups. The control group was led the “nature of material” unit in the first-year intermediate book, issued by the Ministry of Education in 1438 AH. A list of science tools was prepared for analyzing the content of science curricula in light of Next-Generation Science Standards (NGSS). Two tests were prepared, a conceptual understanding test and a higher thinking skills test. The research revealed different results: the availability degree of science for the next-generation science standards curricula in the intermediate stage was low. The developed unit’s size effect in light of these standards on conceptual understanding and higher-thinking skills among the research sample was high with a value of 0.89-0.91.

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