Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76) Being able to read, interpret, […]

The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and […]

“The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52) Asking students to demonstrate their own understanding of the implications of a scientific idea […]

Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations […]

Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out […]

Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties […]

Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58) Models include diagrams, physical replicas, […]

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that […]