@article{Milne_2017, title={Thinking about National Standards in Science Education}, volume={17}, url={https://periodicos.ufmg.br/index.php/rbpec/article/view/4671}, DOI={10.28976/1984-2686rbpec2017172717}, abstractNote={<p>In this paper I present a critical reflection on the rationale and history of the Next Generation Science Standards (NGSS), which has sometimes been presented as the US version of a vision for a standardized science curriculum. I explore how the monograph, The Framework for K-12 Science Education, established the groundwork for the Next Generation Science Standards. I argue that crisis narratives often drive the arguments for standardization but in the US there was also an argument of the need to build a level of national uniformity in the content and practices that are presented to students as a tool for ensuring that children and youth have equitable access to important knowledge. However, at the same time educators have a responsibility for ensuring that homogenization achieved through standards does not enshrine the very inequities and ideologies public education seeks to change.</p>}, number={2}, journal={Revista Brasileira de Pesquisa em Educação em Ciências}, author={Milne, Catherine}, year={2017}, month={ago.}, pages={717–744} }