Log in

Relevant bibliographies by topics / Next Generation Science Standards / Journal articles

To see the other types of publications on this topic, follow the link: Next Generation Science Standards.

Journal articles on the topic 'Next Generation Science Standards'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Next Generation Science Standards.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Lee, Okhee, Emily C. Miller, and Rita Januszyk. "Next Generation Science Standards: All Standards, All Students." Journal of Science Teacher Education 25, no. 2 (2014): 223–33. http://dx.doi.org/10.1007/s10972-014-9379-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Penuel, William R., Christopher J. Harris, and Angela Haydel DeBarger. "Implementing the Next Generation Science Standards." Phi Delta Kappan 96, no. 6 (2015): 45–49. http://dx.doi.org/10.1177/0031721715575299.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Cooper, Melanie M. "Chemistry and the Next Generation Science Standards." Journal of Chemical Education 90, no. 6 (2013): 679–80. http://dx.doi.org/10.1021/ed400284c.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Asher, Pranoti. "Next generation science standards available for comment." Eos, Transactions American Geophysical Union 93, no. 21 (2012): 203. http://dx.doi.org/10.1029/2012eo210004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bybee, Rodger W. "The Next Generation of Science Standards: Implications for Biology Education." American Biology Teacher 74, no. 8 (2012): 542–49. http://dx.doi.org/10.1525/abt.2012.74.8.3.

Full text

Abstract:

The release of A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a discussion of the implications of the new standards for biology programs in general and curriculum, instruction, and assessment in particular.

APA, Harvard, Vancouver, ISO, and other styles

6

Stage, E. K., H. Asturias, T. Cheuk, P. A. Daro, and S. B. Hampton. "Opportunities and Challenges in Next Generation Standards." Science 340, no. 6130 (2013): 276–77. http://dx.doi.org/10.1126/science.1234011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ames, R. Tyler. "A Review of Science Standard History Culminating With Next Generation Science Standards." Journal of Education and Training 1, no. 2 (2014): 48. http://dx.doi.org/10.5296/jet.v1i2.5292.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Erduran, Sibel. "Developing assessments for the next generation science standards." Assessment in Education: Principles, Policy & Practice 25, no. 2 (2017): 224–26. http://dx.doi.org/10.1080/0969594x.2017.1358150.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Adamec, Bethany Holm, Michael Passow, and Pranoti Asher. "AGU's response to the Next Generation Science Standards." Eos, Transactions American Geophysical Union 93, no. 25 (2012): 238. http://dx.doi.org/10.1029/2012eo250011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

حسانين, بدرية محمد محمد. "معايير العلوم للجيل القادم = Next Generation Science Standards". Journal of Education, № 46 (жовтень 2016): 398–439. http://dx.doi.org/10.12816/0037916.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

BODNER, GEORGE M. "Preparing Chemistry Teachers For The Next Generation Science Standards." Chemical & Engineering News Archive 89, no. 50 (2011): 32. http://dx.doi.org/10.1021/cen-v089n050.p032.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Castronova, Marisa, and Ellina Chernobilsky. "Teachers’ Pedagogical Reflections on the Next Generation Science Standards." Journal of Science Teacher Education 31, no. 4 (2020): 401–13. http://dx.doi.org/10.1080/1046560x.2019.1710387.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Pruitt, Stephen L. "The Next Generation Science Standards: The Features and Challenges." Journal of Science Teacher Education 25, no. 2 (2014): 145–56. http://dx.doi.org/10.1007/s10972-014-9385-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Lee, Okhee. "Common Core State Standards for ELA/Literacy and Next Generation Science Standards." Educational Researcher 46, no. 2 (2017): 90–102. http://dx.doi.org/10.3102/0013189x17699172.

Full text

Abstract:

As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed. Analysis of both sets of standards and relevant bodies of research literature on argument in ELA/literacy and science education indicates that what counts as argument (i.e., disciplinary norms) and when argument is expected developmentally and whether children are capable of engaging in argument (i.e., developmental progressions) differ substantially and often contradict. Such discrepant information presents a dilemma to practitioners, especially classroom teachers who are faced with the real-time work of resolving these differences in their classrooms. I consider implications for classroom teaching and recommendations for educational policies and research agenda.

APA, Harvard, Vancouver, ISO, and other styles

15

Maeda, Y., and B. Moore. "Standards for the next-generation network." IEEE Communications Magazine 43, no. 10 (2005): 33. http://dx.doi.org/10.1109/mcom.2005.1522121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Asher, Pranoti M. "Final Draft of Next Generation Science Standards Available for Review." Eos, Transactions American Geophysical Union 94, no. 3 (2013): 31. http://dx.doi.org/10.1002/2013eo030002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Fulmer, Gavin W., Jamie Tanas, and Kathleen A. Weiss. "The challenges of alignment for the Next Generation Science Standards." Journal of Research in Science Teaching 55, no. 7 (2018): 1076–100. http://dx.doi.org/10.1002/tea.21481.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Lontok, Katherine S., Hubert Zhang, and Michael J. Dougherty. "Assessing the Genetics Content in the Next Generation Science Standards." PLOS ONE 10, no. 7 (2015): e0132742. http://dx.doi.org/10.1371/journal.pone.0132742.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Wysession, Michael E. "The Next Generation Science Standards: A potential revolution for geoscience education." Earth's Future 2, no. 5 (2014): 299–302. http://dx.doi.org/10.1002/2014ef000237.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Houseal, Ana, Victoria Gillis, Mark Helmsing, and Linda Hutchison. "Disciplinary Literacy Through the Lens of the Next Generation Science Standards." Journal of Adolescent & Adult Literacy 59, no. 4 (2016): 377–84. http://dx.doi.org/10.1002/jaal.497.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Craven, Kathryn S., Alex Collier, and Jay Y. S. Hodgson. "Spiders by Night: An Outdoor Investigation Integrating Next Generation Science Standards." American Biology Teacher 81, no. 8 (2019): 561–67. http://dx.doi.org/10.1525/abt.2019.81.8.561.

Full text

Abstract:

Field investigations represent an excellent opportunity to integrate the Next Generation Science Standards to complement and enhance both classroom and laboratory instruction. This inquiry-based exercise is designed to introduce students to the basic anatomy, ecology, and natural history of a common backyard denizen, the wolf spider (Lycosidae). Students are charged with developing one or more testable hypotheses regarding wolf spiders in their own backyards. Wolf spiders are an ideal subject for field investigation because their secondary eyes possess a highly reflective layer called the tapetum lucidum. At night, this layer produces an unmistakable “eyeshine” when viewed with the beam of a flashlight. Playing the role of students, we tested the hypothesis that wolf spiders should occur at higher density in an undeveloped field than in a typical backyard. To test this, we utilized random quadrat sampling in both habitats using flashlights to detect nocturnal eyeshine. Students obtaining similar results would likely have concluded that wolf spiders were more abundant in natural habitats.

APA, Harvard, Vancouver, ISO, and other styles

22

Wysession, Michael E. "Teaching the “Geo” in Geography with the Next Generation Science Standards." Geography Teacher 13, no. 1 (2016): 17–22. http://dx.doi.org/10.1080/19338341.2016.1151720.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

MUN, Kongju. "The Next Generation Science Standards: A Focus on Core Ideas of Physical Science." Physics and High Technology 23, no. 7/8 (2014): 2. http://dx.doi.org/10.3938/phit.23.026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Lederman, Norman G., and Judith S. Lederman. "The Next Generation Science Standards: Implications for Preservice and Inservice Science Teacher Education." Journal of Science Teacher Education 25, no. 2 (2014): 141–43. http://dx.doi.org/10.1007/s10972-014-9382-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Choi, Jung In, and Seoung Hye Paik. "A Comparative Analysis of Achievement Standards of the 2007 & 2009 Revised Elementary Science Curriculum with Next Generation Science Standards in US based on Bloom's Revised Taxonomy." Journal of The Korean Association For Science Education 35, no. 2 (2015): 277–88. http://dx.doi.org/10.14697/jkase.2015.35.2.0277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Egger, Anne E., Kim A. Kastens, and Margaret K. Turrin. "Sustainability, the Next Generation Science Standards, and the Education of Future Teachers." Journal of Geoscience Education 65, no. 2 (2017): 168–84. http://dx.doi.org/10.5408/16-174.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Fadaei, Azita Seyed. "Mixing Framework from Next Generation Science Standards (NGSS) to a Local Project." Communication, Society and Media 1, no. 2 (2018): 125. http://dx.doi.org/10.22158/csm.v1n2p125.

Full text

Abstract:

<em>Lesson activity has a very important role in teaching Physics. Curriculum gives specific viewpoints about the frameworks of planning lesson activities. In each country, being familiar with these frameworks helps to conduct teachers to be self-planners for teaching process. This article is an experiment of studying the frameworks of the U.S. in the subject of teaching science and is a sample to show how a teacher can get involved in international projects to boost the skill of planning activities related national problems and goals. It can open a horizon of thinking about the putting together national and international goals and frameworks in learning and teaching physics in local.</em>

APA, Harvard, Vancouver, ISO, and other styles

28

Merritt, Eileen G., and Nicole Bowers. "Missed opportunities for observation‐based ecology in the Next Generation Science Standards." Science Education 104, no. 4 (2020): 619–40. http://dx.doi.org/10.1002/sce.21572.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Anderson, Charles W., Elizabeth X. de los Santos, Sarah Bodbyl, et al. "Designing educational systems to support enactment of the Next Generation Science Standards." Journal of Research in Science Teaching 55, no. 7 (2018): 1026–52. http://dx.doi.org/10.1002/tea.21484.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Wysession, Michael W. "Next Generation Science Standards: Preparing students for careers in energy-related fields." Leading Edge 34, no. 10 (2015): 1166–76. http://dx.doi.org/10.1190/tle34101166.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Haag, Susan, and Colleen Megowan. "Next Generation Science Standards: A National Mixed-Methods Study on Teacher Readiness." School Science and Mathematics 115, no. 8 (2015): 416–26. http://dx.doi.org/10.1111/ssm.12145.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Krajcik, Joseph, Susan Codere, Chanyah Dahsah, Renee Bayer, and Kongju Mun. "Planning Instruction to Meet the Intent of the Next Generation Science Standards." Journal of Science Teacher Education 25, no. 2 (2014): 157–75. http://dx.doi.org/10.1007/s10972-014-9383-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

FORD, MICHAEL J. "Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards." Science Education 99, no. 6 (2015): 1041–48. http://dx.doi.org/10.1002/sce.21188.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Harrison, George M., Kanesa Duncan Seraphin, Joanna Philippoff, Lisa M. Vallin, and Paul R. Brandon. "Comparing Models of Nature of Science Dimensionality Based on the Next Generation Science Standards." International Journal of Science Education 37, no. 8 (2015): 1321–42. http://dx.doi.org/10.1080/09500693.2015.1035357.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Hanuscin, Deborah L., and Laura Zangori. "Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education." Journal of Science Teacher Education 27, no. 8 (2016): 799–818. http://dx.doi.org/10.1007/s10972-016-9489-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Slater, Stephanie J., and Timothy F. Slater. "Questioning The Fidelity Of The Next Generation Science Standards For Astronomy And Space Sciences Education." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 1 (2015): 51. http://dx.doi.org/10.19030/jaese.v2i1.9277.

Full text

Abstract:

<p class="AbstractSummary">Although the <em>Next Generation Science Standards</em> (<em>NGSS</em>) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country consider adopting them. In order to facilitate national buy-in and adoptions, <em>Achieve, Inc</em>., the non-profit corporation awarded the contract for writing the <em>NGSS</em>, has repeatedly asserted the development of the Standards to be a state-driven and transparent process, in which the scientific content is taken "verbatim", from the 2011 NRC report, <em>Frameworks for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas</em>. This paper reports on an independently conducted fidelity check within the content domain of astronomy and the space sciences, conducted to determine the extent to which the <em>NGSS </em>science content is guided by the <em>Frameworks</em>, and the extent to which any changes have altered the scientific intent of that document. The side-by-side, two-document comparative analysis indicates that the science of the <em>NGSS</em> is significantly different from the <em>Frameworks</em>. Further, the alterations in the science represent a lack of fidelity, in that they have altered the parameters of the science and the instructional exposure (e.g., timing and emphasis). As a result the <em>NGSS</em> are now poised to interfere with widely desired science education reform and improvement. This unexpected finding affords scientists, educators, and professional societies with an opportunity, if not a professional obligation, to engage in positively impacting the quality of science education by conducting independent fidelity checks across other disciplines. This could provide a much needed formal support and guidance to schools, teachers, curriculum developers, and assessment providers.</p>

APA, Harvard, Vancouver, ISO, and other styles

37

Rosenberg, Joshua M., Conrad Borchers, Elizabeth B. Dyer, Daniel Anderson, and Christian Fischer. "Understanding Public Sentiment About Educational Reforms: The Next Generation Science Standards on Twitter." AERA Open 7 (January 2021): 233285842110242. http://dx.doi.org/10.1177/23328584211024261.

Full text

Abstract:

System-wide educational reforms are difficult to implement in the United States, but despite the difficulties, reforms can be successful, particularly when they are associated with broad public support. This study reports on the nature of the public sentiment expressed about a nationwide science education reform effort, the Next Generation Science Standards (NGSS). Through the use of data science techniques to measure the sentiment of posts on Twitter about the NGSS (N = 565,283), we found that public sentiment about the NGSS is positive, with only 11 negative posts for every 100 positive posts. In contrast to findings from past research and public opinion polling on the Common Core State Standards, sentiment about the NGSS has become more positive over time—and was especially positive for teachers. We discuss what this positive sentiment may indicate about the success of the NGSS in light of opposition to the Common Core State Standards.

APA, Harvard, Vancouver, ISO, and other styles

38

Hestness, Emily, R. Christopher McDonald, Wayne Breslyn, J. Randy McGinnis, and Chrystalla Mouza. "Science Teacher Professional Development in Climate Change Education Informed by the Next Generation Science Standards." Journal of Geoscience Education 62, no. 3 (2014): 319–29. http://dx.doi.org/10.5408/13-049.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Asowayan, Alaa A., Sammar Y. Ashreef, and Sozan H. Omar. "A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity." English Language Teaching 10, no. 10 (2017): 63. http://dx.doi.org/10.5539/elt.v10n10p63.

Full text

Abstract:

This systematic review aims to explore the effect of NGSS on students’ academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student’s science-related values, respectful features of teachers’ cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.

APA, Harvard, Vancouver, ISO, and other styles

40

Hardy, Ian, and Todd Campbell. "Developing and supporting the Next Generation Science Standards: The role of policy entrepreneurs." Science Education 104, no. 3 (2020): 479–99. http://dx.doi.org/10.1002/sce.21566.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

McComas, William F. "The Nature of Science & the Next Generation of Biology Education." American Biology Teacher 77, no. 7 (2015): 485–91. http://dx.doi.org/10.1525/abt.2015.77.7.2.

Full text

Abstract:

The nature of science (NOS) is an often neglected part of science teaching, yet it provides a vital background for students, detailing how science and scientists work and how scientific knowledge is created, validated, and influenced. Here, I review the concept of NOS and some of the challenges to its inclusion in science classes. In addition, I outline proposals, including those in the Next Generation Science Standards, for those aspects of NOS that should be featured in science classes. Finally, I discuss distinctions in NOS specific to the science of biology and conclude with some thoughts on how NOS can be incorporated into science instruction.

APA, Harvard, Vancouver, ISO, and other styles

42

FEINSTEIN, NOAH WEETH, and KATHRYN L. KIRCHGASLER. "Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters." Science Education 99, no. 1 (2014): 121–44. http://dx.doi.org/10.1002/sce.21137.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Watson, Sandy White, Xiaojun (Gene) Shan, Betty Thomas George, and Michelle L. Peters. "Alignment of select elementary science curricula to the next generation science standards via the EQuIP rubric." Curriculum Perspectives 41, no. 1 (2021): 17–26. http://dx.doi.org/10.1007/s41297-021-00131-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Rafanelli, Stephanie, and Jonathan Osborne. "How Might the Next Generation Science Standards Support Styles of Scientific Reasoning in Biology?" American Biology Teacher 82, no. 9 (2020): 579–83. http://dx.doi.org/10.1525/abt.2020.82.9.579.

Full text

Abstract:

In this article, we put forward a new approach to the teaching of scientific reasoning in biology with the Next Generation Science Standards (NGSS). We argue that a framework based on the idea of six styles of scientific reasoning provides the best guide for biology teachers to the nature of scientific reasoning in biology and how it might be taught. The current framework of the crosscutting concepts fails to provide a narrative for what makes biology distinctive and how biological scientists reason. By contrast, a framework of styles of scientific reasoning does offer a coherent argument for the biology curriculum in grades K–12, a justification for each performance expectation, and a vision of how each standard might support the development of scientific reasoning in biology. Examples and implications for curriculum designers and educators are discussed.

APA, Harvard, Vancouver, ISO, and other styles

45

Egyedi, Tineke, and Mostafa Sherif. "Standards dynamics through an innovation lens: Next-generation ethernet networks." IEEE Communications Magazine 48, no. 10 (2010): 166–71. http://dx.doi.org/10.1109/mcom.2010.5594692.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Kuhn, Mason. "Encouraging Teachers to W.A.I.T Before Engaging Students In Next Generation Science Standards STEAM Activities." STEAM 2, no. 1 (2015): 1–6. http://dx.doi.org/10.5642/steam.20150201.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Kyungmoon Jeon and Biggers, Mandy S. "Preservice Elementary Teachers’ Images of Scientific Inquiry Regarding Practices of Next Generation Science Standards." Journal of Research in Curriculum Instruction 21, no. 4 (2017): 450–58. http://dx.doi.org/10.24231/rici.2017.21.4.450.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Colston, Nicole M., and Toni A. Ivey. "(un)Doing the Next Generation Science Standards: climate change education actor-networks in Oklahoma." Journal of Education Policy 30, no. 6 (2015): 773–95. http://dx.doi.org/10.1080/02680939.2015.1011711.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Taylor, Ann. "Commentary: Teaching biochemistry and molecular biology in 3D: The new next generation science standards." Biochemistry and Molecular Biology Education 41, no. 5 (2013): 348–50. http://dx.doi.org/10.1002/bmb.20723.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Duncan, Ravit Golan, Clark A. Chinn, and Sarit Barzilai. "Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence." Journal of Research in Science Teaching 55, no. 7 (2018): 907–37. http://dx.doi.org/10.1002/tea.21468.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!