Using the NRC Framework to Engage Students in Learning Science in Informal Environments

January 1st, 2012 | RESEARCH

The NRC Framework for K – 12 Science Education (2012) lists five major ideas that are essential to the design of assessments and learning environments: 1) limited number of core ideas of science, 2) cross-cutting concepts, 3) engaging students in scientific and engineering practices, 4) building integrated understanding as a developmental process, and 5) the coupling of scientific ideas and scientific and engineering practices to develop integrated understanding. What implications do these major ideas have for assessment in informal science setting? This paper will discuss each of these ideas and discuss what they mean for assessment.


(no document provided)

Team Members

Joseph Krajcik, Author, Michigan State University


Publication: Visitor Studies Association

Related URLs

Full Text from National Academies


Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science | Engineering | General STEM
Resource Type: Reference Materials | Report
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Professional Development | Conferences | Networks | Professional Development and Workshops | Public Programs