What Is the Influence of the National Science Education Standards? Reviewing the Evidence, A Workshop Summary (2003) / Chapter Skim
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2. The Influence of the National Science Education Standards on the Science Curriculum
2. The Influence of the National Science Education Standards on the Science Curriculum
Pages 39-63
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From page 39... ...
brought together these reform efforts by producing a unifying document, the National Science Education Standards (NSES) , anc3 through its efforts to disseminate anc3 to support states anc3 school districts in translating the NSES into improved science programs.
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Science literacy is a central element of the science curriculum. The morphology of science literacy, however, is transformed from the intenclec3 curriculum to the enacted curriculum to the assessed curriculum though the interpretation anc3 actions of educational leaclers, parents, teachers, anc3 students.
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Literacy ~ state national assessments assessments \ \ \ \ \ \ \~ classroom \ summative \ assessments / _ ~ Potential Spheres of Influence of NSES THE INFLUENCE OF THE NSES ON THE SCIENCE CURRICULUM \ {it/ / State Standards / and Curriculum / F~s / 41
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I suggest that while the quality of the tool matters, the more critical question is the quality of the craftsman. I also suggest that a variety of instructional designs anc3 approaches can support teachers in achieving quality science education programs.
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States are free to develop their own stanclarcis, guidelines, anc3 curriculum frameworks for science education: "Founclec3 in exemplary practice anc3 research, the NSES describe a vision of the scientifically literate person anc3 present criteria for science education that will allow that vision to become a reality" (NRC, 1996, p.
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A thorough search for evidence of the influence on science curriculum wouIc3 consider evidence of impact on ad spheres of potential influence. The first level of influence might be on the outer sphere the intenclec3 curriculum which includes state anc3 local stanclarcis anc3 curriculum frameworks, in abolition to science textbooks anc3 instructional materials 44 WHAT IS THE INFLUENCE OF THE NSES?
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A total of 245 documents were found related to national science education standards, 128 of which dealt with curriculum issues. The literature primarily addresses the intended curriculum.
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They explained that while the NSES are a brilliant definition of what success is, they JO too little to actress the issues of implementation of the change required to achieve that vision. Wright anc3 Wright fear that science teachers will see different messages about the goals anc3 changes underlying the NSES, based upon their own perceptions of science literacy.
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summarized findings from TIMSS-R with implications for science curriculum. TIMSS-R assessed student learning at the eighth-grace level in 13 states anc3 14 school districts.
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Eisenhower Mathematics anc3 Science State Curriculum Frameworks Projects anc3 (2) National Science Foundation State Systemic Initiatives (SS13.
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analyzed the curriculum work in the states. For a state curriculum to be complete, a curriculum hac3 to be gracle by gracle anc3 contain the following five components: a learning continuum, instructional resources, instructional strategies, performance indicators, anc3 lesson plans.
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In implementing the standards, most states put a strong emphasis on local districts retaining control over their curriculum with guidance from the standards. Studies of Eisenhower Projects l wo studies reported on the Eisenhower Mathematics and Science State Curriculum Frameworks Projects.
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The report inclicatec3 that the states' visions of science education were significantly influenced by the NSES. The researchers found that reform was uncler way in the states participating in the Systemic Initiative Program.
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investigated the connection between general findings from the Third International Mathematics anc3 Science Study anc3 data sets collected by SRI from prior investigations of State Systemic Initiatives anc3 from evaluations of the Dwight D Eisenhower Mathematics anc3 Science Education Curriculum Framework Projects.
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investigated the impact of the USI program on four urban school districts. The project collected data using the Survey of Enacted Curriculum, focusing on enacted curriculum contents anc3 teaching practices.
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Instructional materials cross the boundaries of the intenclec3 anc3 enacted curriculum anc3 are clesignec3 anc3 clevelopec3 at the national, state, anc3 local levels anc3 implemented by teachers in incliviclual cIassrooms. In recognition of the implications of the NSES for science curriculum, the Biological Sciences Curriculum Study (BSCS)
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Curriculum developers inclicatec3 that the NSES anc3 Benchmarks have the potential to stimulate the reform of science education anc3 that they see curriculum developers as having a central role in the reform of science education, but they were concerned that stanclarcis might be too prescriptive anc3 that the stanclarcis, moclels, anc3 strategies for broac3 implementation anc3 teacher development must be clevelopec3. College anc3 university faculty were concerned that college anc3 university personnel have little knowledge of the NSES anc3 Benchmarks, will be late in recognizing the implications of the stanclarcis, anc3 will focus on critiquing rather than implementing the national stanclarcis.
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Each program cl escription inclucl Ed a general cl escription anc3 a cl escription of teaching anc3 assessment strategies anc3 of the alignment of the program with the framework clevelopec3 by the National Center for Improving Science Eclucation (because the National Science Education Standards were not yet released)
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. AAAS has clevelopec3 a rigorous anc3 thorough approach to evaluating the degree of alignment of science textbooks with Benchmarks for Science Literacy anc3 with the NSES.
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responded to the need expressed by school district administrators, science teachers, scientists, and parents for a tested procedure for evaluating and selecting K-12 science instructional materials that is consistent with state and/or national standards. The NRC recognized that the instrument would need to be flexible to accommodate the diversity of state standards and interests at the local level and should accommodate the time constraints faced by evaluators of instructional materials.
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science educators, anc3 the public about the vision for the science education program needled to achieve science literacy for all students. The NSES are supported by all major professional societies relevant to science anc3 science education, including the American Association for the Advancement of Science, National Science Teachers Association, National Association of Biology Teachers, American Chemical Society, American Institute of Physics, American Institute of Biological Sciences, anc3 Council of Science Society Presidents.
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Textbook publishers provide the vast majority of science instructional materials acloptec3 anc3 used in K-12 schools (Weiss et al., 2001~. Textbook publishers are aware of the national dialogue about the needled reform in science education, which is represented in the NSES.
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States vary in how they exert control over the science curriculum. Twenty-one states have a state policy for the selection of instructional materials for the classroom (CCSSO, 2000a)
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