National Science Education Standards (1996) / Chapter Skim
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8 Science Education System Standards
8 Science Education System Standards
Pages 227-242
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From page 227... ...
The school includes many components that interact, for example, teaching, administration, and finance. The school is a component subsystem of a local district, which is a subsystem of a state educational system.
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From page 228... ...
Federal dollars may be targeted for specific uses, but because the dollars flow through state agencies to local districts, their use is subject to modification to meet state objec tives. State education agencies generally have more direct influence on science classroom activities than federal agencies.
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From page 229... ...
, (2) program-accrediting agencies content of the school science curriculum, the (such as the National Board for Professional characteristics of the science progra m ,t h e Teaching Standards, which certifies teachers, nature of science teaching, and assessment and the National Council for Accreditation practices.
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From page 230... ...
For example, state regulations for authority and interaction around matters of class size, for time in the school day devoted teacher certification occur at the state level to science, and for science laboratory facili and involves state departments of educa- ties, equipment,and safety should meet the tion, state credentialing agencies, institu- program standards. Also, requirements of tions of higher education, and state-level national organizations that accredit schools professional organizations.
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From page 231... ...
The content standards do not prospective teachers. In a broader contex t ,s c ispecify which organisms should be used as entific and teaching society policies should examples; states and local districts should support the integra ti on of science content and choose organisms in the children's local pedagogy called for in the Standards.
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Equity principles repeated in the intro- See Program Policies mandating inquiry approaches to duction and in the program, teaching, pro- Standard E teaching science need to contain provisions fessional development, assessment,and for su pp lying the necessary print and media content standards follow from the well materials, laboratories and laboratory sup- documented barriers to learning science for 232 8 S C I E N C E E D U C AT I O N S Y S T E M S TA N D A R D S
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For munity have responsibility for communicatinstance, policies intended to monitor the ing and moving toward the vision of s ch oo l quality of science teaching can require science set forth in the Standards. In whatever extensive student time to take tests.
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gram for the distri ct , one based on sci en ce [This example illustrates System Standards A, education standards. Now the committee's B, C, D, F, and G; Professional Development task was to identify activities and resources Standards A and B; and Program Standards that would enable the district to begin to A, D, and F.]
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From page 235... ...
The subcom- committee presented a positive and encourmittee members pointed out the district aging report. Most of the teachers underneed to stress science as inquiry, introduce stood the importance of science education a ut h en tic assessments, and otherwise sup- standards and appreciated their proposed port the standards-based district programs roles in designing their own professional for preservice teachers and in professional development and the science program.
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tor of the Eisenhower Consortium at the Although the board and the superintendent regional educational laboratory to offer an remained hesitant to provide the full profes- inservice program in several of the district sional development funds requested, they s ch oo l s ; the program would be co-led by a approved a pilot program in seven schools. teacher and a university professor.
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From page 237... ...
The common support of a common vision. Consider how vision made it possible for the committee, the effectiveness of the professional developthe director of the regional laboratory, and ment of teachers in the district could have the receptive teachers and principals in the been improved if the faculty at the local unidistrict to arrive at common solutions with versity had shared the vision of the outrelative ease.
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From page 238... ...
of school science and the need for science In higher edu c a ti on , 2- and 4-year co ll ege facilities and apparatus to support science professors need to model exemplary science learning. They need to be active in schools pedagogy and science curriculum practices.
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From page 239... ...
FEDERA L SYSTEM LESS EMPHASIS ON MORE EMPHASIS ON Financial support for developing new curriculum Financial support for developing new curriculum materials not aligned with the Standards materials aligned with the Standards Support by federal agencies for professional Support for professional development activities that development activities that affect only a few are aligned with the Standards and promote teachers systemwide changes Agencies working independently on various Coordination among agencies responsible for components of science education science education Support for activities and programs that are Support for activities and programs that unrelated to Standards-based reform successfully implement the Standards at state and district levels Federal efforts that are independent of state and Coordination of reform efforts at federal,state,and local levels local levels Short-term projects Long-term commitment of resources to improving science education S TAT E S Y S T E M LESS EMPHASIS ON MORE EMPHASIS ON Independent initiatives to reform components of Partnerships and coordination of reform efforts science education Funds for workshops and programs having little Funds to improve curriculum and instruction based connection to the Standards on the Standards Frameworks, textbooks,and materials based on Frameworks, textbooks, and materials adoption activities only marginally related to the Standards criteria aligned with national and state standards Assessments aligned with the traditional content Assessments aligned with the Standards and the of science education expanded view of science content Current approaches to teacher education University/college reform of teacher education to include science-specific pedagogy aligned with the Standards Teacher certification based on formal,historically Teacher certification that is based on und erstanding based requirements and abilities in science and science tea ching 8 S C I E N C E E D U C AT I O N S Y S T E M S TA N D A R D S 239
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From page 240... ...
.1992. Using Components of a Successful Education System: Curriculum Frameworks for Systemic Reform.
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From page 241... ...
Schools Work for Children in Poverty: A New NSTA (National Science Teachers Association)
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From page 242... ...
observe Learn Change Achieving the high standards outlined for science education requires and deserves the combined and continued support of all Am e ri ca n .
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