ABSTRACT

A common theme across the chapters and responses is that to redesign K-12 STEM education in line with the visions set forth in the Framework (NRC, 2012a) and the NGSS (NGSS Lead States, 2013)—and in particular to integrate the science and engineering practices with the crosscutting concepts and disciplinary core ideas—will require substantial changes in science teaching. This requirement will create, in turn, a need for professional development. Indeed, in a recent Science article describing what she sees as “Grand Challenges in Science Education” Suzanne Wilson noted, “The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers” (2013, p. 310) to support changes in teacher knowledge and practice.