메뉴 건너뛰기




Volumn 25, Issue 2, 2014, Pages 145-156

The Next Generation Science Standards: The Features and Challenges

Author keywords

A Framework for K 12 Science Education; Next Generation Science Standards; Science education; Standards

Indexed keywords


EID: 84898543558     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-014-9385-0     Document Type: Article
Times cited : (107)

References (17)
  • 1
    • 84898542043 scopus 로고    scopus 로고
    • Achieve. Retrieved from
    • Achieve. (2011). NGSS lead state parnters. Retrieved from http://www. nextgenscience. org/lead-state-partners.
    • (2011) NGSS lead state parnters
  • 4
    • 77956051798 scopus 로고    scopus 로고
    • Consortium for Policy Research in Education, Centuer on Continous Instruction Improvement, Teachers's College, New York, NY: Columbia University
    • Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence-based approach to reform (CPRE #RR-63). Consortium for Policy Research in Education, Centuer on Continous Instruction Improvement, Teachers's College, New York, NY: Columbia University. http://www. cpre. org/.
    • (2009) Learning progressions in science: An evidence-based approach to reform (CPRE #RR-63)
    • Corcoran, T.1    Mosher, F.A.2    Rogat, A.3
  • 5
    • 38949151575 scopus 로고    scopus 로고
    • Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals
    • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268-291.
    • (2008) Review of Research in Education , vol.32 , pp. 268-291
    • Duschl, R.1
  • 6
    • 2142659247 scopus 로고    scopus 로고
    • The laboratory in science education: Foundations for the twenty-first century
    • Hofstein, A., & Lunetta, V. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54.
    • (2004) Science Education , vol.88 , pp. 28-54
    • Hofstein, A.1    Lunetta, V.2
  • 7
    • 84987206725 scopus 로고
    • Science as argument: Implications for teaching and learning scientific thinking
    • Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77, 319-338.
    • (1993) Science Education , vol.77 , pp. 319-338
    • Kuhn, D.1
  • 8
    • 21844496128 scopus 로고
    • Reassessment of developmental constraints on children's science instruction
    • Metz, K. E. (1995). Reassessment of developmental constraints on children's science instruction. Review of Educational Research, 65, 93-127.
    • (1995) Review of Educational Research , vol.65 , pp. 93-127
    • Metz, K.E.1
  • 10
    • 84876227723 scopus 로고    scopus 로고
    • NGSS Lead States, by states (vol. 2, Appendices). Washington, DC: The National Academies Press
    • NGSS Lead States. (2013b). Next Generation Science Standards: For states, by states (vol. 2, Appendices). Washington, DC: The National Academies Press. http://www. nextgenscience. org/next-generation-science-standards.
    • (2013) Next Generation Science Standards: For states
  • 16
    • 33749855361 scopus 로고    scopus 로고
    • Curriculum coherence: An examination of U.S. mathematics and science content standards from an international perspective
    • Schmidt, W., Wang, H., & McKnight, C. (2005). Curriculum coherence: An examination of U. S. mathematics and science content standards from an international perspective. Journal of Curriculum Studies, 37, 525-559.
    • (2005) Journal of Curriculum Studies , vol.37 , pp. 525-559
    • Schmidt, W.1    Wang, H.2    McKnight, C.3
  • 17
    • 20744442430 scopus 로고    scopus 로고
    • Metamodeling knowledge: Developing students' understanding of scientific modeling
    • Schwarz, C., & White, B. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205.
    • (2005) Cognition and Instruction , vol.23 , Issue.2 , pp. 165-205
    • Schwarz, C.1    White, B.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.