EXPLORING DRUG ABUSE THROUGH THE SCIENCE OF EPIDEMIOLOGY


Alignment with National Science Education Standards

An important part of the rationale for infusing Exploring Drug Abuse Through the Science of Epidemiology into high school curricula is demonstrating how it will help students meet National Science Education Standards (NSES). The curriculum's six essential questions and their accompanying enduring understandings align closely with several NSES fundamental abilities. First, as shown in the matrix below, the lessons will address the NSES fundamental abilities in the content area of Science as Inquiry.

1.

Who uses drugs?  When do they use drugs?  Where do they use drugs?

2.

What could explain why some people use drugs and others do not?

3.

Is there an association between the hypothesized cause and drug use?

4.

Is the association between the hypothesized cause and drug use causal?

5.

What should be done when a preventable cause of drug use is identified?

6.

Did the drug use prevention strategy work?

Matrix of Six Essential Questions and Fundamental Abilities in Science as Inquiry
   

Essential Questions
 

Fundamental Abilities in
Science as Inquiry

1

2

3

4

5

6

1

Identify questions that can be answered through scientific investigation.

X

X

X

 

  

X
2

Design and conduct a scientific investigation.

X

 

X

    

X
3

Use appropriate tools and techniques to gather, analyze, and interpret data.

X

 

X

    

X
4

Develop descriptions, explanations, predictions, and models using evidence.

X

X

X

X

 

X
5

Think critically and logically; make relation-
ships between evidence and explanations.

X

X

X

X

 

X
6

Recognize and analyze alternative explanations and predictions.

X

X

X

X

  

X
7

Communicate scientific procedures and explanations.

X

X

X

X

 

X
8

Use mathematics in all aspects of scientific inquiry.

X

 

X

X

  

X

 
 
 
 
 
 
 
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