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An Official Vermont Government Website

Science

                                                                            

“We can judge our progress by the courage of our questions and the depth of our answers, our willingness to embrace what is true rather than what feels good.”
                                                                                                                                                                                                                      ~ Carl Sagan

Overview

Now, more than ever, science, technology, engineering and mathematics (STEM) education is critically important for the success of 21st century students. STEM disciplines permeate every aspect of our modern lives and access to high-quality, research-based STEM learning opportunities will ensure that all students are ready to meet current and future challenges, both locally and globally.

In order to meet the needs of our K-12 students, Vermont adopted the Next Generation Science Standards (NGSS) in 2013 to serve as a foundation for statewide STEM instruction. Based on the Framework for K-12 Education, the NGSS refocuses K-12 science and STEM education to improve readiness for college and STEM careers as well as preparing students to become informed, knowledgeable citizens. The standards are designed so that students apply scientific practices, ask questions, problem solve, make mistakes, and correct misconceptions, with the larger goal of reaching deeper scientific literacy.

Spotlight on Equity Resources

Educational equity means that every student has access to the resources, opportunities, and educational rigor they need at the right moment in their education, whatever their race, gender/identity, sexual orientation, ethnicity, religion, language, ability, family background, or family income may be. (Adapted from CCSSO, Leading for Equity.) The Spotlight on Equity Resource below provides a list of considerations and resources for the purpose of supporting equity and access while emphasizing high-quality and culturally sustaining learning opportunities for all students.

Section List

Science and STEM Education in Blended and Virtual Environments

The Council of State Science Supervisors (CSSS) has released a series of one-pagers that districts and educators may find helpful when planning for face-to-face, blended/hybrid, and fully remote learning environments for the 2020-2021 school year.

In addition, consider how materials and teaching approaches being suggested can be used to:

  • Support flexible scheduling and those with limited technology access.
  • Engage students in meaningful science and STEM explorations, investigations, and/or sense-making.
  • Encourage students to engage in activities that already happen in their homes with materials that families already have.
  • Help students make explicit connections to their interests and identities.
  • Provide students with choices for how they engage, what they investigate, and how they demonstrate learning.
  • Support students in self-reflection related to content and process to support their science learning.
  • Exercise sensitivity when referencing the current pandemic as a possible phenomenon to investigate.

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A Vermont Portrait of a Graduate through Science and STEM

A Vermont Portrait of a Graduate (PoG) serves to clarify the attributes a Vermont senior should be able to demonstrate upon graduation. These attributes have been collaboratively developed by Vermont students, community members and educators, and include cognitive, personal, and interpersonal skills and abilities that align well to science and STEM. Therefore, a robust PoG should be used as a tool to vertically align programmatic and instructional decisions K-12, as well as review and refine local proficiency-based graduation requirements.

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Connection to Science and STEM

The discipline of science is linked to the AOE’s PoG through six learner attributes: Learner Agency, Academic Proficiency, Critical Thinking and Problem Solving, Communication, Global Citizenship and Student Well-being. 

The following model crosswalks these attributes and their indicators with the NGSS and NGSS-based instructional practices to show how a strong science curriculum can serve as a vehicle for students to demonstrate proficiency.

The Vermont Framework for Proficiency: Science Literacy description serves as a foundation on which to build Science Proficiency-Based Graduation Requirements, Critical Proficiencies, and Priority Performance Indicators. 

Learner Agency

Real-World Contexts Phenomena High Expectations Application Authentic Learning

Students become intrinsically motivated when they see the value of learning. As they investigate compelling, real-world phenomena, students apply obtained skills and knowledge to new and different contexts.  Students that develop high expectations for themselves often learn to tackle challenging learning activities, produce high quality work and become life-long learners.

Academic Proficiency

3D Learning Essential Concepts Effective Questioning Constructing Explanations Authentic Learning

Students that engage in authentic, three-dimensional learning develop the ability to apply scientific practice and content knowledge to new contexts. The application of these scientific practices and concepts, coupled with 21st century skills such as collaboration, innovation and self-direction, help prepare students to formulate and refine probing questions to further their learning, evaluate multiple models, and aids in designing explanations and solutions that are consistent with scientific ideas, principles and theories.

Critical Thinking and Problem Solving

Effective Questioning Carrying Out Investigations Inquiry Constructing Explanations Analyzing Data

When students use inquiry-based science that incorporates all three dimensions of the NGSS, they practice the use of evidence, logic and creativity when investigating and developing explanations about the natural world. Analysis of data collected from an investigation creates the evidence a student needs to answer their own questions and/or explain their thinking. The practices involved when students solve real-world problems and build explanations may challenge their preconceived notions and lead to new understandings about the world in which they live.

Communication

Constructing Explanations Analyzing Data Equity Conscious Decisions

As students move into adulthood, they must evaluate and communicate important ideas from multiple viewpoints presented in different media. To be critical consumers of information and to develop the ability to recognize methodological flaws and sources of error, students need to discern between observation and inference. In order for students to make conscious decisions about their world, they will need to be able to evaluate the merit and validity of claims, methods, and designs.

Global Citizenship

Conscious Decisions Equity Multiple & Independent Resources Complex Relationships Responsibilities

The global economy is fueled by advances and breakthroughs in science, technology, and engineering. By engaging in scientific inquiry and practices, students will discover new knowledge, solve challenging problems, make conscious decisions, and generate innovation. It is important that they consider the rights and responsibilities of humans and the complex interdependent relationships, as well as consult multiple and independent resources as they maneuver through and grow in this globally competitive world. 

Student-Well Being

Social Interactions Social Awareness Engaging in Argument Responsibilities

Science is a social discipline at its core where scientists and engineers communicate with one another to refine ideas, gather feedback, refute claims and share findings. Students engaging in scientific discourse will encounter opposing viewpoints which will require them to share and clarify their own thinking, listen to others, deepen their own reasoning and, ultimately, collaborate with peers to come to a shared understanding of science phenomena and a better awareness of self. 

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Coordinated Science Curriculum Resources

NGSS Implementation

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Curriculum and Instruction

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Phenomena

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Alignment Tools

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STEM and STEAM Resources

  • Destination Imagination encourages teams of learners to have fun, take risks, focus and frame challenges while incorporating STEM, the arts and service learning.
  • National Math and Science Initiative (NMSI) addresses the declination of students that are prepared to take rigorous college courses in math and science and are equipped for careers in those fields.
  • NGSS Engineering Hub provides an NGSS engineering design-aligned curriculum. Focuses on hands-on activities by grade and focus on the engineering design component of the NGSS.
  • Research and Practice Collaboratory engages researchers and practitioners around the country in an effort to address the gap between educational research and practice in STEM education.
  • STEM Education Coalition works to support STEM programs for teachers and students at different government agencies that offer STEM-related programs.
  • TeachEngineering Digital Library is a searchable, web-based digital library collection comprised of standards-based engineering curricula for use by K-12 educators.

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Science Equity Resources

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List of State and National Professional Organizations

Newsletters

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Questions?

Email Kathryn Rossman.