Introduction
The framework used within the K-12 science education aid in providing a blueprint that can in return be utilized for the purpose of offering the NGSS (next generation science standards. The reason for that is because it has been realized that it has the ability of offering or expressing the vision in education field, especially the teaching of science which ultimately requires students to have the potential of operating at the nexus of the three fundamental learning dimensions. These areas include crosscutting concepts, disciplinary core ideas, and science engineering practices (NARST: Publications - Research Matters - to the Science Teacher, 2019).
- a) Asking questions and defining problems
In the process of utilizing this model or framework, it is important for the students to be given the chance of asking questions amongst themselves regarding the features they observe, texts, and so on before drawing a conclusion form them. In the context of engineering, it is important for the students to ask questions that have the ability of enabling them define the problem or problems they ought to solve as well as elicit ideas that resulted to its specifications or constraints. Ideally, it should also be realized that since scientific questions can arises through various means, the students should be made aware that they can arise through curiosity (Next Generation Science Standards, 2019). All these can result due to the inspiration they will through predicting the model, previous findings, and so on, which in return enables the solving of the existing problem. Therefore, the questions to be asked should be supported by other empirical evidences, including those that were arrived at through investigation.
- b) Developing and using framework (models)
The use of models, for instance, physical replicas, diagrams, computer simulations, mathematical representations, and so on is something that starts at an earlier age. Although all these models might fail to correspond together, they have the ability of bringing various features into focus in the process of observing others. It is crucial to understand that such models ultimately consist of assumptions and approximations which in return limit or minimize a wide range of validity. This in return will ensure that in the process of using such models, students will always keep in mind the need of first recognizing their prevailing limitations.
When it comes to science, these models ought to be used in a way has the ability of representing a system or systems under investigation. The reason for that it will assist in the generation of various questions together with their associated explanations. Moreover, it will be possible to generate information which can also be used in making predictions as well as communicating them with others. In the context of engineering, the models will be utilized in way that has the ability of analyzing the existing systems to ascertain some of the existing flaws. The identification of these flaws is the one can aid in testing the validity of the solutions to any problem (NARST: Publications - Research Matters - to the Science Teacher, 2019).
- c) Planning and carrying out investigations
In order to effectively utilize this model, it is important for the students to be given the opportunity of planning as well as carrying multiple investigations. At any given level, it is important to ensure that they have been assisted in engaging in a number of investigations ranging from those formulated by the instructor or teacher. Ideally, the reason for that is to enable them expose any issue or issues that that they have the ability of tackling on their own. On the other hand, it should be realized that some of the scientific questions that students might come up with can be undertaken as a means of describing phenomenon or testing model or theory regarding the way the world functions. In so doing, it is vital to ensure that the students have had the ability of generating information or data that can be used in supporting their claims.
d ) analyzing and interpreting data
Once the instructor have collected data from the students, he or she should ensure that they have been presented in a way that has the ability of revealing relationships and patterns that can allow results to be communicated effectively to other. Due to the fact that raw or unprocessed data have been noted to have little meaning, it is important, therefore, to ensure that they have been organized chronologically using tables, graphs, and so on. This is what will give such information the ability of being utilized as evidences. When it comes to engineering, it is important to make various decisions that will be based on the evidences concerning the functionality of a certain system. Although this can be perceived to be a trial and error method, it is vital to analyze such a design through developing prototype of it before gathering extensive data (Next Generation Science Standards, 2019). The general analysis of such information will have the ability of informing design decisions which will in return boost the assessment or prediction of performance. It is also evident that the same mechanism will ultimately assist in defining or clarifying the existing problem, determining economic feasibility, examine failures, as well as evaluate the existing alternatives.
e)Using mathematics and computational thinking
For effective utilization of the prevailing models, it should first be understood that computational and mathematical reasoning needs to be applied equitably in science and engineering. The reason for that is because it so doing it will be possible to apply them in any task concerning critical thinking. In return, it means that it will be possible to tackle and accomplish any assessment before analyzing as well as building complex models. As a result of that, it is important for the instructor to ensure that the students have had the opportunity of using mathematical thinking for the purpose of representing physical variables as well as their relations. This is important because it is the same methodology that will enable them to make quantitative predictions (Next Generation Science Standards, 2019). In the context of science and engineering, mathematical applications will have to take account things like geometry, logic, calculus, and so on. Computer and other associated digital will be used by students through measuring, observing, recording, as well as processing the same data.
- F) Constructing explanations and designing solutions
The ultimate objective of science entails constructing explanations regarding the cause of a certain phenomenon. As a result of that, it is important for the instructor or the teacher to ensure that the students have had the ability of constructing their own explanations. Furthermore, they will have to be given the chance of applying standard explanations they could have learned during the lesson. This is to imply that all they have to do is to construct theories concerning the accounts of the real world. The reason for that is because it will be possible to generate several empirical evidences that will be used as solutions to such accounts (Nextgenscience.org, 2019).
- g) Engaging in argument from evidence
In the process of studying science and engineering, it is important to ensure that such an exercise have generated a sensible process of analyzing the evidence presented. The reason for that is because it is the one that will enable the instructor to advance and defend newly generated ideas. Such ideas will in return be used as explanations for the problem at hand. As a result of that, the students should be given the opportunity of arguing as a way of expounding their explanations as well as defending their interpretations. This in return will enable them to advocate all the explanations they will have regarding the problem at hand. In science and engineering, argument and reasoning will have to be based on all the evidences provided before identifying a solution to a certain problem or phenomenon (Next Generation Science Standards, 2019).
- h) Obtaining, evaluating, and communicating information
In any academic institution, the teaching of science and engineering should have the capacity of developing the ability of the students to read as well as generate domain specific texts. Because of that, it is important for the teacher to understand that any science and engineering lessons have the potential of boosting their understanding while studying other lessons. When a student is capable of reading, interpreting, and producing technical and scientific texts, it becomes his or her foundation for excelling in academics (Nextgenscience.org, 2019).
Practice or process rationale
Obtaining, evaluating, and communicating information
In the context of academic, the primary means of enabling a learner to excel is ensuring that he or she has mastered the concept or reading, writing, interpreting, and solving problems. This is, therefore to imply that for a student to be a critical consumer of data concerning science and engineering, it is important for him or her to master the ability of reading, or reviewing reports of technical or scientific applications or advances. In return, this is vital because it will enable the student to recognize salient ideas as well as identifying some of the obstacles that can hinder a student from achieving his or her goals (NARST: Publications - Research Matters - to the Science Teacher, 2019).
On the other hand, in the process of using this practice, it means that it will be possible for the learner to identify any source or sources of error and other methodological flaws. As a result of that, it will be easier for engineers and scientists to have the ability of obtaining information to be used as the basis of evaluating validity and merit, designs, and methods. In the process of using this practice or process, it is important to ensure that interactive displays, graphs, tables, questions, and other models have been extensive utilized. This can either be done through writing, orally, as well as through other extended class discussions (Nextgenscience.org, 2019).
Conclusion
The utilization of the above practice or processes has the potential of improving the learning ability of students. Nevertheless, this framework is also perceived to be containing various disciplinary core ideas which all students need to master so as to boost their learning skills from kindergarten upwards. One of the means that have been realized to have the potential of enhancing proper utilization of this framework is for students to ensure that they learned all its core values. On the other hand, the importance of integrating science and engineering is that it will at the end of the day enable learners to understand the essence of boosting their learning skills.
References
Nextgenscience.org (2019). Retrieved from http://www.nextgenscience.org/sites/ngss/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf
NARST: Publications - Research Matters - to the Science Teacher. (2019). Retrieved from https://www.narst.org/publications/research/skill.cfm
Next Generation Science Standards. (2019). Retrieved from https://www.nextgenscience.org/
