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Nature of Science and Nature of Engineering
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Microcredential ID : 3007
Stack
Secondary Science Endorsement: Three-Dimensional Science and Engineering
Credits
0.5 USBE Credit

Description

This microcredential assesses a teacher’s ability to reflect the nature of science and engineering in their classroom and use this to promote student learning. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement. Click the More Info button to learn more.

Standards
  • Utah Effective Teaching Standards > Standard 2: Instructional Design Clarity
    Element 1: Content - Demonstrating a comprehensive understanding of Utah Core Standards, communicating relevance of content, communicating clear pathways to student mastery and designing learning experiences aligned to clear learning intentions and success criteria.
  • Utah Effective Teaching Standards > Standard 2: Instructional Design Clarity
    Element 3: Instructional Planning - Planning high quality, personalized instructional activities that are informed by student progress data, provide multiple opportunities for students to reflect upon and assess their own growth and allow multiple opportunities and means for demonstration of competency.
  • Utah Effective Teaching Standards > Standard 2: Instructional Design Clarity
    Element 4: Engagement - Designing lessons and activities that actively engage students in their learning and use a variety of effective tools and strategies.
  • Utah Effective Teaching Standards > Standard 3: Instructional Practice
    Element 1: Instructional Strategies - Using appropriate academic language and evidence-based strategies to stimulate higher-level thinking, discourse and problem solving and to scaffold learning experiences to meet the needs of all students.
How To Earn This Microcredential

To earn this microcredential you will collect and submit two sets of evidence demonstrating your effective and consistent instruction that engages learners with the nature of science and engineering. You will also complete a written or video reflective analysis.

Be sure to follow the guidelines in the earning criteria section of this microcredential. This is the rubric the reviewer will use to evaluate your submission.

Fees
A fee of $20.00 will be assessed once the microcredential is submitted for review.
Clarifications

Teachers should not simply be teaching about the nature of science. Students themselves must be engaging with science practices as a core part of effective science instruction. Teacher focused lectures are not appropriate.

Important Terms
Nature of Science and Engineering :

Nature of Science – the values and assumptions inherent to science which include: scientific investigations use a variety of methods; scientific knowledge is based on empirical evidence; scientific knowledge is open to revision in light of new evidence; science models, laws, mechanisms, and theories explain natural phenomena; science is a way of knowing; scientific knowledge assumes order and consistency in natural systems; science is a human endeavor; science addresses questions about the natural and material world. For more information see the Utah SEEd standards in general and the science and engineering practices specifically.

Background Scenario / How This Will Help You

Research from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012), states that “to develop a thorough understanding of scientific explanations of the world, students need sustained opportunities to work with and develop the underlying ideas and to appreciate those ideas’ interconnections over a period of years rather than weeks or months” (p. 26). This document also asserts that “The framework focuses on a limited set of core ideas in order to avoid the coverage of multiple disconnected topics—the oft-mentioned mile wide and inch deep. This focus allows for deep exploration of important concepts, as well as time for students to develop meaningful understanding” (p. 25). This places the focus on students using the other two dimensions of science instruction identified in The Framework (NRC, 2012), crosscutting concepts and science and engineering practices, to deepen understanding of disciplinary core concepts.

The Framework (NRC, 2012) document is the foundational resource that informed the development of the current Utah Science with Engineering Education (SEEd) Standards (USBE, 2019). Within these standards, the concept of sensemaking of core ideas through crosscutting concepts and science and engineering practices is a foundational principle of science education.

For teachers to include appropriate sensemaking experiences into instruction, they must also understand how to develop it in students. This microcredential stack focuses on teacher understanding and implementation of student sensemaking as a foundation for building effective science instruction in Grades 6-12. Each microcredential in the stack is meant to provide evidence of the competencies necessary to demonstrate effective three-dimensional science and engineering teaching.

Reference: National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Evidence Options
Be sure to submit the type and number of pieces of evidence specified below.
Category: Preparation and Planning

Submit the unit plan as described in this section to demonstrate your effective and consistent preparation and planning for phenomenon-based instruction.

Unit Plan:

Submit a unit lesson plan you have used as a part of your instruction that demonstrates how to immerse students in the nature of science. This unit lesson plan must include and clearly identify:

1) SEEd Standard(s) covered by the plan.

2) Multiple types of phenomenon.

3) Deliberate use of the SEPs, DCIs, and CCCs to explore phenomena throughout the unit.

4) Multiple formative assessments.

6) A summative assessment that asks students to apply all three dimensions to make sense of a scientific phenomena.

The Unit Plan must be oriented around students investigating a phenomena or attempting to solve a problem. There should be clear connections between the phenomena/problem and society as a whole.

Category: Implementation

Submit the video as described in this section to demonstrate your effective and consistent implementation of phenomenon-based instruction.

Video:

Submit a video of your instruction from the unit plan you submitted. Clearly identify when in your unit plan the video was filmed. Your video may be up to 20 minutes in length and may consist of edited scenes of instruction with different groups of students.

Your video must include the following:

1) Students engaging in the three dimensions as found in the Utah SEEd Standards.

2) Students attempting to connect the phenomena they are investigating or a problem they are trying to solve to society as a whole.

Be sure to follow your district or charter policies for student privacy.


Review Criteria

Criterion 1: Evidence demonstrates students engaging with the three-dimensions in alignment with Utah SEEd standards.

Criterion 2: Evidence demonstrates student learning is connected to a phenomena/meaningful problem that students are investigating/trying to solve.

Criterion 3: Evidence demonstrates students are making explicit connections to either their local/regional area or society in general.

Reflection Prompts

Reflect on your implementation of the unit lesson plan. How did the nature of science fit into the 3D science teaching and learning in your classroom? How did it affect student work?

Reflect on the video segment you submitted. How are students engaging with the nature of science during the video? How will your students continue to engage with the nature of science in future units and lessons?

How do you plan to continue developing your understanding of the nature of science in the future?


Review Criteria

Reflection 1: The reflection accurately communicates how the nature of science and 3D science are integrated together and their impact on classroom instruction.

Reflection 2: The reflection accurately communicates the nature of science present in their classroom and how they will continue to manifest in their classroom.

Reflection 3: The reflection includes actionable/realistic steps in furthering one’s understanding of the nature of science.

Resources
A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas
https://www.nap.edu/read/13165/chapter/1

National Research Council. (2012). A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. ISBN: 0-309-2174

A teacher friendly research document that explains the three dimensions of science including science and engineering practices, crosscutting concepts, and disciplinary core ideas. Each dimension as well as their specific progressions from grades K to 12 is explained in depth within its own chapter. The disciplinary core ideas are grouped into major disciplines (i.e., Physical Sciences; Life Sciences; Earth and Space Sciences; Engineering, Technology, and Applications of Science). Each discipline is explained in a separate chapter. The report also describes developmentally appropriate learning progressions. Additionally there are chapters on important topics such as integrating the three dimensions (Ch.9), Implementation into the classroom (Ch.10), Equity and Diversity (Ch.11).


Ambitious Science Teaching
https://www.amazon.com/Ambitious-Science-Teaching-Mark-Windschitl/dp/1682531627/ref=sr_1_1?crid=2IHWGC99XUJT&dib=eyJ2IjoiMSJ9.PWRA1zEdvYqQpEYHILAFHeUiYg4WAqGOC4zYpi89C5NJi33t8BXglKAdTaX_pd6DB6e9H7RU58x0acnBzDXWzTr_ZU84FBlxFKqw-HeS1xIFkGvJb9DuKFn6fOZttpocr

Windschitl, M., Thompson, J., & Braaten, M. (2018). Cambridge, MA: Harvard Education Press.

This book explores how to support student sensemaking of science concepts. It includes specific vignettes, examples, and practical suggestions for implementing in the classroom.


Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards
https://www.nextgenscience.org/sites/default/files/Appendix%20H%20-%20The%20Nature%20of%20Science%20in%20the%20Next%20Generation%20Science%20Standards%204.15.13.pdf

This document explores the connections between the nature of science and three-dimensional teaching and learning.

Earners
Danielle Brown

Danielle Brown
Margaret Grindstaff

Margaret Grindstaff
Corrinn McCord

Corrinn McCord
Britt Rohde

Britt Rohde
Elizabeth Stott

Elizabeth Stott
Jessica Wootton

Jessica Wootton
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