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2 references
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- Vol 2 RE: Chapter 9
early science educationengineering designinquiry-based sciencecrosscutting conceptsscientific practicesequity in sciencecommunity knowledgeReport Evidence summaryAt a glance
This consensus report argues that young children are capable science and engineering thinkers whose curiosity, cultural knowledge, language, and everyday experience are assets. Preschool and elementary education should centre meaningful investigation and design: orienting to phenomena and problems, gathering and analysing data, developing models and explanations, designing and revising solutions, communicating reasoning, and connecting learning across contexts.
Key ideas
The report integrates disciplinary ideas, crosscutting concepts, and practices while showing productive links with literacy, mathematics, and computational thinking. Equity is not an added programme; educators must expand access, challenge stereotypes, recognise multiple ways of knowing, and connect activity to children’s communities and questions of justice. Sustained improvement requires coherent curriculum materials, useful assessment, professional learning, time, resources, and supportive leadership. The report cautions against delaying rich science until children master reading or basic facts.
Why it matters
Educators should provide ambitious, age-appropriate experiences and build explanations with children rather than underestimate capability from language, disability, or background.
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- Vol 2 RE: Chapter 9, App D
scientific practicesengineering practicescrosscutting conceptsdisciplinary core ideaslearning progressionsargument from evidencecomputational thinkingReport Evidence summaryAt a glance
This framework sets out a coherent vision for K–12 science education organised in three dimensions.
Key ideas
Scientific and engineering practices describe how knowledge is developed and used; crosscutting concepts such as patterns, cause and effect, systems, energy and matter, structure and function, and stability and change connect domains; disciplinary core ideas provide focused content in physical, life, Earth and space sciences, and engineering. Students should engage all three dimensions together across years, building increasingly sophisticated explanations and solutions. Engineering is placed alongside science, and the framework emphasises modelling, argument from evidence, data analysis, computational thinking, and communication rather than memorising a catalogue of facts or following a single “scientific method.” Learning progressions provide continuity, although the report is a framework rather than a complete curriculum.
Why it matters
For educators, lessons and assessments should ask students to use core ideas and crosscutting concepts in authentic practices, with equitable access to investigation, discourse, design, and revision.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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