Conduct a lab, set up an investigation, give a problem to solve, or perform a demonstration and discuss the phenomenon.
All students need to achieve a sufficient level of scientific literacy to enable them to succeed in post-secondary education, in careers, and as contributing members of a democratic society. To achieve this, students need to develop skills that allow them to search out, describe, and explain natural phenomena and designed artifacts. Scientific inquiry, experimentation, and design involve practice (skills) in direct relationship to knowledge; content knowledge and skills are necessary to inquire about the natural and human-made worlds.
The skills for grades PreK–8 listed below are unchanged from those presented in the 2001 Framework. The new Scientific Inquiry Skills standards listed for high school reflect essential elements of scientific practice and should be integrated into curriculum along with content standards.
This Framework introduces four Scientific Inquiry Skills (SIS) standards that are included in each introductory high school course (except Technology/Engineering, where they are replaced by the steps of the Engineering Design Process):
SIS1. SIS2. SIS3. SIS4.
Make observations, raise questions, and formulate hypotheses. Design and conduct scientific investigations. Analyze and interpret results of scientific investigations. Communicate and apply the results of scientific investigations.
In each course, each Scientific Inquiry Skills standard includes an example skill set that further defines and articulates the standard. Also new to the 2006 Framework are the lists of mathematical skills needed for a solid understanding of each high school science and technology/engineering course. Engaging in science and technology/engineering often involves the use of mathematics to analyze and support findings of investigations or the design process. Most mathematical skills listed are based on grade-appropriate standards outlined in the Massachusetts Mathematics Curriculum Framework. Any specialized mathematical skills not detailed in the Mathematics Framework are listed separately. Please note that these lists are provided only as examples and are not exhaustive; the lists do not represent all mathematical skills students might need in a typical course.