Editing Science education (section)

==== Next Generation Science Standards ====
Science education curriculum in the [[United States]] is outlined by the [[Next Generation Science Standards]] (NGSS) which were released in April 2013. The purpose of the NGSS is to establish a standardized Kindergarten to 12th Grade science curriculum. These standards were instituted in hopes that they would reform the past science education system, and foster higher student achievement through improved curriculum and teacher development. The Next Generation Science Standards are made up of three components listed as follows: disciplinary core ideas, science and engineering practices, and crosscutting concepts. These are referred to as the three dimensions of the Next Generation Science Standards. Within these standards, there is emphasis on alignment with K-12 [[Common Core]] state standards.<ref>{{Cite journal |last=Bybee |first=Rodger W. |date=2014-04-08 |title=NGSS and the Next Generation of Science Teachers |url=https://doi.org/10.1007/s10972-014-9381-4 |journal=Journal of Science Teacher Education |volume=25 |issue=2 |pages=211–221 |doi=10.1007/s10972-014-9381-4 |bibcode=2014JSTEd..25..211B |s2cid=143736193 |issn=1046-560X}}</ref> The dimension entitled "science and engineering practices" focuses on students' learning of the scientific method. This means that this dimension centers around practicing science in a hands-on manner, giving students the opportunity to observe scientific processes, hypothesize, and observe results. This dimension highlights the empirical methods of science. The dimension entitled "crosscutting concepts" emphasizes the understanding of key themes within the field of science. The "crosscutting concepts" are themes that are consistently relevant throughout many different scientific disciplines, such as the flow of energy/matter, cause/effect, systems/system practices, patterns, the relationship between structure and function, and stability/change. The purpose of outlining these key themes relates to generalized learning, meaning that the effectiveness of these themes could lie in the fact that these concepts are important throughout all of the scientific disciplines. The intention is that by learning them, students will create a broad understanding of science. The dimension entitled "disciplinary core ideas" outlines a set of key ideas for each scientific field. For example, physical science has a certain set of core ideas laid out by the framework.<ref name=":02">{{Cite journal |last1=Scruggs |first1=Thomas E. |last2=Brigham |first2=Frederick J. |last3=Mastropieri |first3=Margo A. |date=2013 |title=Common Core Science Standards: Implications for Students With Learning Disabilities |url=https://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=85603871&site=ehost-live&scope=site |journal=Learning Disabilities Research & Practice. The Division for Learning Disabilities of the Council for Exceptional Children. |volume=28(1), 49–57 C |via=EBSCOhost}}</ref>