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7 Science Education Program Standards
Pages 209-226

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From page 209...
... Because the content standards outline what students should know, understand, and be able to 7 S C I E N C E E D U C AT I O N P R O G R A M S TA N D A R D S 209
From page 210...
... s Teaching practices need to be consis tent with the goals and curriculum frameworks. The St a n d a rd s s Assessment policies and practices should be aligned with the goals, stu The program standards are rooted in the dent expectations, and curriculum assumptions that thoughtful design and frameworks.
From page 212...
... ers the teaching and assessment standards, s The program of study should include as well as the program standards and the all of the content standards. content standards.
From page 213...
... developmentally appropriate and to build See Teaching Effective science curriculum materials understanding of basic ideas across the Standard A are developed by teams of experi en ced grade levels. In designing curricula, care teachers, scientists, and science curriculum should be taken to return to concepts in specialists using a systematic research and successive years so that students have the development process that involves repeated opportunity to increase and deepen their cycles of design, trial teaching with child ren, understanding and ability as they mature.
From page 214...
... programs provides an opportunity to THE PROGRAM OF STUDY IN SCIENCE advance instruction in science beyond the SHOULD CONNECT TO OTHER SCHOOL purely descriptive.Students gathering data SUBJECTS. S tu dent achievement in science in a science investigation should use tools of and in other school su bj ects such as social data analysis to organize these data and to studies, language arts, and technology is formulate hypotheses for further testing.
From page 215...
... She Teaching Standards A, B, D and E; 5-8 said they were going to determine the cirContent Standards A, B, F, and G, as well as cumference of the earth using the North Star. Unifying Concepts and Processes; and Ms.
From page 216...
... If you were standing on the North Pole you would look straight up to see the North Star. She asked the students where the inhabitants of the Gilbert and Ellis Islands on the equator, 1/4 of the way around the earth away, would Figure 1.
From page 217...
... They agreed that it got smaller and The result of their graphic investigation smaller, going from 90 degrees at the pole to confirmed that a straight line seemed to be 45 degrees 1/8 of the way around, and 0 a good graph for the relationship between degrees at the equator. the angle formed by the North Star and the The next day, Ms.
From page 218...
... student with rich experience in a topic Connecting the science and mathematics might need access to additional resources programs requires coordination at the school within or outside the school; a student with and district levels. Those who develop guid- a different language background might need ing frameworks must work together to en su re supporting materials in that language; a stu that the potential for connection is in place at dent with a physical disability might need the district level.
From page 219...
... The content development standards to provide teachers standards define scientific literacy; the with opportunities to develop and enhance amount of time required to achieve scientif the needed capabilities for effective science ic literacy for all students depends on the teaching. Funding and professional time for particular program.
From page 220...
... of the materials needed for science. At the Given that materials appropriate for lower grade levels, schools do not need sepa inquiry-based science teaching are central to rate rooms for laboratories.
From page 221...
... program based on the National Science The understandings and abilities Education Standards is a program constantly described in the content standards are outmoving toward replacing such improvisa- comes for all students; they do not represent tion with necessary resources. different expectations for different groups of 7 S C I E N C E E D U C AT I O N P R O G R A M S TA N D A R D S 221
From page 222...
... s An effective leadership structure that The principles of equity and excell en ce includes teachers must be in place. also bear on Program Standard A -- coher Many previous reform efforts have failed See Teaching ence and consistency -- and Program because little atten ti on was paid to the con- Standard F Standard B -- curriculum.
From page 223...
... Developing a community of cuss individual student learning needs and learners requires strong leadership, but that to reflect and conduct research on practice. leadership must change dramatically from In a community of learners, teachers work the hierarchical and authoritarian leadership together to design the curriculum and often in place in schools and in school dis assessment.
From page 224...
... CH ANGING E MPHASES The National Sci en ce Education Standards envision change throughout the system. The program standards encompass the fo ll owing changes in emphases: LESS EMPHASIS ON MORE EMPHASIS ON Developing science programs at different grade Coordinating the development of the K-12 science levels independently of one another program across grade levels Using assessments unrelated to curriculum and Aligning curriculum, teaching,and assessment teaching Maintaining current resource all oc a ti ons for books Allocating resources necessary for hands-on inquiry teaching aligned with the Standards Textbook- and lecture-driven curriculum Curriculum that supports the Standards and includes a variety of components, such as laboratories emphasizing inquiry and field trips Broad coverage of unconnected factual information Curriculum that includes natural phenomena and science-related social issues that students encounter in everyday life Treating science as a subject isolated from other Connecting science to other school subje cts, such as school subjects mathematics and social studies Science learning opportunities that favor one group Providing challenging opportunities for all students of students to learn science Limiting hiring decisions to the administration Involving successful teachers of science in the hiring process Maintaining the isolation of teachers Treating teachers as professionals whose work requires opportunities for continual learning and networking Supporting competition Promoting collegiality among teachers as a team to improve the school Teachers as followers Teachers as decision makers 224 7 S C I E N C E E D U C A T I O N P R O G R A M S TA N D A R D S
From page 225...
... New York: Summit Books. Leadership for Science Education Reform.
From page 226...
... observe Learn Change Changing the pedagogical pra ct i ce s of higher education is a necessary condition for changing pedagogical pra ct i ce s in schools


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