History of US Science Education Objectives: Examine brief history of US science education

1. History of US Science Education Objectives: • Examine brief history of US science education 2. Discuss intent of science education reform 3. Describe sample innovative curriculum materials

2. History of Science Education in the US • 1800-1910 • 1800-1860 • Mostly agricultural society • Science education involved memorizing facts • 1860-1880 • Pestalozzi’s “Object Teaching” emphasized concrete, student-centered instruction using experiment rather than lecture • Kalamazoo Decision funded high schools with taxes • Cities and industries grew requiring technologically educated workers • 1890-1910 • Bailey’s “Nature Movement” emphasized study of plants, animals as a way to give city students an appreciation for nature • College science teaching begins to influence high school curriculum • “Committee of Ten” separates elementary and secondary science curriculum, decreasing influence of discipline specific college ed. • 1910-1955 1. 6-3-3 grade organization becomes widespread

3. Craig’s elementary curriculum results in science content “readers” • Traditional ordering of disciplines emerges • 7-9 grades typically learn “general science” • Biology, Chemistry, Physics taught in that sequence in high school • General Education for all students more widely advocated • Appreciation for science applications in society grows • Technology advancements of WWII filter into public schools • Chemistry and Physics make great advances (Manhattan Project) • 1955-1970 • Economy and population growth • Launch of Sputnik by USSR triggers major reforms • Goal of more scientists and mathematicians so US can compete • Many new curriculum project funded; less spent training teachers • Emphasis on inquiry learning and the nature of science • Laboratory work increases • 1970-1980 1. Dissatisfaction with “Sputnik” reforms

4. US not producing the scientists expected • Science education too discipline specific, too theoretical, too hard • Teachers didn’t buy into inquiry learning as expected • Individualized curricula developed • ISCS three level junior high program • Activities and experiments emphasized • Self-pace minicourses became the norm • 1980-1990 • US Education perceived as falling behind (again) • Yager, 1982 Synthesis of multiple studies in 1970’s • Direct science beyond its discipline base • Goals should focus on Personal Needs, Societal Needs, Academic Preparation, and Career Education • Technological, Communication, Information Revolutions • Literate populace implies technological as well as science concepts • Science education must combine all this with societal issues

5. 1990-2000 • Focus on education for all students • Assessment and Accountability major focus • Learned societies publish standards • Benchmarks for Science Literacy (AAAS, 1993) • National Science Education Standards (NRC, 1996) • Government bodies hold schools accountable • State standards developed • Public schools must go through accreditation • National Education Standards • The scientifically literate person • Analyze technical information and make informed decisions • Reason logically and think scientifically about everyday problems • Curious about the world; ask questions; know how to find answers • Describe, explain, and predict natural phenomena • Evaluate science/society issues from an informed perspective • Understand scientific inquiry and scientific knowledge

6. Science Education Reforms Advocated • Less emphasis on facts; more on concepts and inquiry • Less discipline specific; more societal and historical development of science as an interdisciplinary enterprise • Integration of knowledge and process • Studying fewer concepts in more depth • Implement Inquiry as an instructional strategy, not just a concept • Investigations extended over a period of time • Using evidence to revise explanations • Public communication of student ideas and work • Management of ideas and information rather than materials/equipment • Defend conclusions after analyzing data • Innovative Instructional Materials • Scope, Sequence, and Coordination • NSTA initiative to teach general science, biology, chemistry, and physics each year 6-13 • Emphasizes interdisciplinary and less-is-more reform items

7. B. Middle school level • Great Explorations in Math and Science • Modules on interdisciplinary topics • Activity and engagement oriented • Project WILD • Environment and Conservation focus of interdisciplinary topics • Use interest of students in wild animals as focus • Science Education for Public Understanding • Focus on chemicals and the roles in society • Provide background for students to analyze science/society issues • Integrated Science • Tries to meet Benchmarks while following Scope, Sequence ideas • Heavily supported by videos, internet, teacher training, etc… • Hands-on observations of familiar phenomena

8. High school level • BSCS Biology: A Human Approach • Emphasizes biology from a human perspective • Distinguishing characteristics of humans • Human place in biosphere: science/society issues • Biology: A Community Context • Ecology, evolution, and genetics are major focus • Inquiry-based activities • “Science Conference” activities require cooperation, collaboration • Chemistry in the Community (ChemCom) a. American Chemical Society course emphasizing chemistry/society • Problem solving relevant to students’ everyday lives • Problem, laboratory, discussion, decision-making approach • Conceptual Physics • Tries to overcome fear of math-based physics • Uses concepts and language rather than equations

9. Standards On-Line A. Benchmarks for Science Literacy http://www.project2061.org/tools/benchol/bolintro.htm B. National Science Education Standards http://www.nap.edu/readingroom/books/nses/html/ C. North American Association for Environmental Education http://www.naaee.org/npeee/ D. CT State Department of Education Standards http://www.state.ct.us/sde/dtl/curriculum/currsci.htm E. National Council on Geography Education: Standards http://www.ncge.org/publications/tutorial/standards/