Important Developments in STEM Education in the United States: Next Generation Science Standards and Classroom Representations of Localized Scientific Activity

Abstract

This paper examines important recent developments in STEM education, especially related to science education in the United States (U.S.). This examination begins with an abbreviated introduction of the newest science standards documents in the U.S., with a specific focus on the structure and main priorities of these documents. This is followed by an explanation of why priority in the standards is given to teachers engaging students in science and engineering practices to use disciplinary scientific ideas in explaining phenomena and solving problems. Finally, attention is briefly given to how these standards documents hold promise for acting as leverage points within the complex U.S. educational system for positively influencing the disconcerting issues consistently reported in national studies of U.S. classrooms.