Getting ready to submit a manuscript...I like this part: The NGSS Learning Progressions research has yet to show how the core knowledge of the disciplines is embodied in the perspectives of youngsters as they grow into, and, develop scientific practices with which to interact with and learn from cross-cutting concepts across the K-12 experience. From this over-time view, our work presented here pushes us to understand that learning science is not a ‘state of grace,’ something mastered in a lock-step sequential way, or something that happens to you upon entering college. This practice-centric view helps us understand that practices enacted and concepts learned in one grade level must be connected to the funds of knowledge students developed the previous year, and, intentionally inform the new science-learning funds of knowledge that the students and teacher will create in their present and future grade(s). These science learning ‘funds of knowledge’ when studied in practice include both a progression of core disciplinary knowledge within earth science and the progression of student development in their identities as scientists, within their cultural landscape.
Posted on: Thu, 30 Oct 2014 12:05:43 +0000
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