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K-12 Engineering and the Next Generation Science Standards: A Network Visualization and Analysis (Resource Exchange)

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Pre-college Engineering Education Division Technical Session 14

Tagged Division

Pre-College Engineering Education

Page Count

11

DOI

10.18260/1-2--34890

Permanent URL

https://peer.asee.org/34890

Download Count

117

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Paper Authors

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René F. Reitsma Oregon State University

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René F. Reitsma studied Human Geography and Policy Sciences at the University of Nijmegen, The Netherlands. He is a Professor of Business Information Systems at Oregon State University.
While at the University of Colorado at Boulder, Reitsma worked on the development and research of information systems for reservoir and river management in various river basins in the western US. More recent work concentrates on the development and research of digital libraries for undergraduate and K-12 learning. Reitsma’s research concentrates on how people apply information systems to solve problems with emphasis on digital library navigation.

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Brian Gordon Hoglund Oregon State University

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Brian Hoglund is a software developer and research assistant for the College of Business at Oregon State University. As part of a NSF funded research project with teachengineering.org, his work involves network visualization and analysis of the K-12 Next Generation Science Standards. Brian has a bachelors degree in mathematics from Oregon State University and is currently pursuing a second degree in computer science. He is currently working on the network visualization of K-12 NGSS aligned curriculum from teachengineering.org as well as other curriculum providers.

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Dua Chaker University of Colorado, Boulder

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"Dua Chaker is the Project Engineer for the TeachEngineering Digital Library in the Integrated Teaching and Learning Program, College of Engineering and Applied Science at the University of Colorado Boulder. Born and raised in Boulder, CO she received her Bachelor of Science in Civil Engineering with a Structural emphasis from the University of Colorado Boulder summa cum laude in 2013. She has been working for the TeachEngineering digital library for the past 7 years supporting K-12 Engineering curriculum development and dissemination."

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Andrea Marks Oregon State University

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Andrea Marks is a professor of Design & Innovation Management in the College of Business at Oregon State University.

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Michael Soltys University of Colorado, Boulder Orcid 16x16 orcid.org/0000-0001-7059-7584

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Mike Soltys is an Instructor for the Engineering Plus degree program at at the University of Colorado. Mike is passionate about engineering education, and teaches engineering design in First-Year Engineering Projects (GEEN 1400), Engineering Projects for the Community (GEEN 2400), Statics (GEEN 3851), Thermodynamics (GEEN 3852) and Theoretical Fluid Mechanics (CVEN 3313).

Mike is the co-PI for TeachEngineering, a curricular digital library with the goal of democratizing engineering by project to providing free, standards-aligned, hands-on engineering curricula for K-12 STEM teachers.

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Abstract

K-12 Engineering and the Next Generation Science Standards: a Network Visualization and Analysis (Resource Exchange)

The Next Generation Science Standards (NGSS) comprises a set of K-12 science and engineering learning outcomes, developed in 2010 by the National Science Teachers Association (NSTA), the American Association for the Advancement of Science (AAAS), the National Research Council (NRC), and Achieve with the assistance from 26 US states. Released in 2013, the standards have since been adopted by 20 US states as their official K-12 science and engineering learning outcome standard set. Another 24 states have standards based on the NGSS framework. The NGSS are based on three-dimensional learning: students learn by mastering and integrating Science and Engineering Practices (dimension 1), Crosscutting Concepts (dimension 2) as well as Disciplinary Core Ideas (dimension 3). The integration of these three dimensions illustrates the importance —and interdependence— of content knowledge and practices that engage students both in scientific inquiry and engineering design. The NGSS explicitly incorporate K-12 engineering learning in that of its 208 learning outcomes or Performance Expectations, 14 (6.7%) reside under the topic Engineering Design.

Although NGSS-aligned curriculum, engineering and otherwise, has been under development for some time now, it can be difficult to find; and it is even more difficult to gain an overview of NGSS ‘coverage’ by the various collections of such curriculum. Moreover, the NGSS itself is a complex network of 845 grade-band specific topics, performance expectations and 3D learning aspects with more than 1,086 relationships between them.

To provide easy-to-use, quick access to both the entire NGSS and its coverage by a variety of on-line collections of aligned curriculum, we developed a network model and web-based, force-directed (Kamada-Kawai) visualization of the NGSS and associated curriculum. Users can view entire grade bands and/or drill down to the level of individual NGSS standards and curricular items. They can also clearly see the three dimensions color-coded in the network. Similarly, aligned curriculum collections can be switched on and off in order to visually explore their NGSS coverage as well as summaries of their content.

Viewing the NGSS and associated curriculum this way has other advantages too. It helps with assessment of alignments as lacking or unexpected alignments may serve as visual queues that something may be awry or in need of additional inspection. Similarly, although gap analysis; i.e., an analysis of where a curriculum collection is weakly represented in standard coverage, is perfectly doable through standard database queries or table lookups, the visual rendering of curriculum as part of the standard network makes such an analysis very easy to conduct. Finally, modeling the NGSS as a network allows us to compute some of the standard network metrics on it, thereby revealing some characteristics which may or may not have been on the minds of NGSS’s developers.

Reitsma, R. F., & Hoglund, B. G., & Chaker, D., & Marks, A., & Soltys, M. (2020, June), K-12 Engineering and the Next Generation Science Standards: A Network Visualization and Analysis (Resource Exchange) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34890

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