Scientific Literacy is essential in modern society.
Incorporates goals for technology literacy in the context of science education.
Relies heavily on the student understanding of the nature of science.
Interpretation of science texts and communication of results.
Use of scientific vocabulary.
- This standard was designed to align with CCSS ELA/Literacy standards RST.11-12.7, RST.11-12.8 and RST.11-12.9.
- Requires extensive use of scientific texts and technologies to research problems. Students must use critical analysis of data, activated schema of real world situations, and evaluate hypotheses, data and conclusions.
- Students must also synthesize multiple sources of information to form a coherent resolution. They must use various technologies to gather and present their findings to demonstrate understanding of the process.
- This standard relies heavily on the communication aspect of scientific literacy and a student's ability to produce a text. It also requires reading of various scientific texts (graphs, papers, books, data, etc.) to formulate a solution.
- This standard was designed to align with CCSS ELA/Literacy standards RST.11-12.1, WHST.0-12.7, WHST.11-12.8, and WHST.9-12.9.
- Requires students to search accredited scientific documents (journals, books, textbooks, etc.) to develop a method of investigation.
- Activates prior schema of "everyday examples" of molecular interactions through analysis of models (a chemistry text).
- Evaluate the validity of a text though examination of the authors credibility.
- Utilize multiple forms of text from traditional texts to technological texts.
- Students must also conduct the investigation which is a demonstration of their literacy in the laboratory setting and their familiarity with discipline specific vocabulary that must be used in experimental designs.
- Students must report their findings using the appropriate vocabulary and scientific text (likely a lab report).
Additionally the NGSS standards try to incorporate a significant number of various scientific texts to promote literacy, but they provide no guidelines for the selections or specific texts students should be able to utilize.
Each NGSS standard is purposefully very broad and over-reaching, but this abstract nature can lead to discontinuity amongst grade levels. This has been a significant problem encountered by districts currently working to implement NGSS. As NGSS is very new and recently adopted the efficacy of the literacy efforts have yet to be determined.