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Suggested Citation:"3 measurement 1: Scientific and Engineering Practices." nationwide Research Council. 2012. A structure for K-12 science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The nationwide Academies Press. Doi: 10.17226/13165.




From that inception, one of the principal goals of science education has to be to maintain students’ scientific habits of mind, build their ability to communicate in clinical inquiry, and teach them how to reason in a scientific context <1, 2>. Over there has always been a tension, however, between the emphasis that have to be placed on arising knowledge that the contents of science and also the emphasis placed on clinical practices. A narrow emphasis on contents alone has the unfortunate consequence of leaving students v naive conceptions the the nature of scientific inquiry <3> and the impression that scientific research is just a human body of isolated truth <4>.

This thing stresses the prestige of occurring students’ understanding of exactly how science and also engineering accomplish their ends while also strengthening your competency with related practices. As previously noted, we usage the term “practices,” rather of a term such as “skills,” to tension that engaging in clinical inquiry calls for coordination both of knowledge and also skill simultaneously.

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In the chapter’s three major sections, we very first articulate why the learning of science and engineering methods is crucial for K-12 students and why these practices should reflect those of professional scientists and engineers. Second, we describe in information eight practices we think about essential for learning science and engineering in grades K-12 (see box 3-1). Finally, us conclude that acquiring an abilities in these techniques supports a much better understanding of how scientific understanding is produced and how design solutions are developed. Such expertise will assist students become more an important consumers of scientific information.