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Horizon Research Inc. (2013). Report of the 2012 National Survey of Science and Mathematics Education.

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources.

Department of Education (2005). Helping your Child Learn Science with activities for children in preschool through grade five.

This publication was the re result of  the No Child Left Behind Act of 2001, President George W. Bush has made clear his commitment to the goals of raising standards of achievement for all children and of providing all children with highly qualified teachers and with instruction that is based on scientific research. Helping Your Child Learn Science is part of that effort to provide parents with the latest research and practical information designed to support children’s learning at home, at school and in the community. It reflects the importance of inquiry processes and content in science achievement as described in the National Science Education Standards, released in 1996 by the National Research Council of the National Academy of Sciences.

Cathy Ringstaff & Loretta Kelley (2002). The Learning ReturnOn Our Educational Technology Investment.

The overriding message that can be gleaned from most current research on the implementation of computer-based technology in K–12 education is that technology is a means, not an end; it is a tool for achieving instructional goals, not a goal in itself. And yet, many schools and districts have invested in computer-based technology before establishing clear plans for how to use this important tool. To address this issue, we summarize major research findings related to technology use and, based on these findings, attempt to draw out implications for how to make the most of technology resources. This paper focuses on pedagogical and policy issues related to technology, not smaller issues such as what hardware configurations or software to use. It is not a “how to” paper, but rather a paper about the key policy issues to be addressed in order to make technology use the most effective.

George D. Nelson (1999). American Association for the Advancement of Science. Project 2061: Science Literacy for All in the 21st Century.

This paper takes a look at the growing role science, math and technology are taking in today’s society and how the curriculum should emphasize the depth of these topics.

Jason Zimba (2009). Five Areas of Core Science Knowledge: What Do We Mean by ‘STEM-capable?

Zimba examines core areas of knowledge and competencies necessary for students to become STEM-capable. He describes five areas of core science knowledge that all students should have an opportunity to learn: where we are in the universe; how we came to be; the organizing principles of contemporary science; human health and well-being; and, what science and technology can do today. Zimba also enumerates eleven fundamental science practices that all students should have a chance to develop: making and using mathematical models; connecting domains of knowledge; approaching complex problems; learning to look; designing and conducting experiments; presenting data for a purpose; crafting, critiquing, and debating causal explanations; thinking with your hands and on your feet; writing up results; criticizing, defending, and conceding; and modifying beliefs based on new evidence. Carnegie IAS Commission on Math and Science Education Commissioned Reports

Carnegie IAS Commission (2009). The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy.

The Carnegie-IAS Commission on Mathematics and Science Education challenges the nation to mobilize for coordinated action to: Establish common standards for the nation in mathematics and science—standards that are fewer, clearer, and higher—along with high-quality assessments, Improve math and science teaching—and our methods for recruiting and preparing teachers and for managing the nation’s teaching talent and Redesign schools and systems to deliver excellent, equitable math and science learning. This is a moment of urgency and opportunity, a chance for the United States to close the gap between the current state of educational achievement and the educational system our future demands. The world has shifted dramatically — and an equally dramatic shift will be needed in our schools. Download the report, or read it online for more examples of promising practices, resources, and opportunities for action. Carnegie Opportunity Equation

Shirley M. Malcolm, (2007). Broadening Participation in STEM: Challenges and Opportunities.

Examining undergraduate and graduate degree attainment and selected career paths for minority and women in the STEM fields, Malcolm contends that the United States will not have the capacity to produce the needed continuous stream of STEM professionals unless a more strategic effort is made to recruit and retain students from under-represented groups. She identifies the main obstacles as lack of access and opportunity and suggests a possible solution in more effectively leveraging partnerships with museums, science and technology centers, and universities. Carnegie IAS Commission on Math and Science Education Commissioned Papers



Students at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments.

National Science Education Standards, 1996, p. 105




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