History of US Science Education

Objectives:1. Examine brief history of US science

education

2. Discuss intent of science education reform

3. Describe sample innovative curriculum materials

I. History of Science Education in the USA. 1800-1910

1. 1800-1860a. Mostly agricultural society

b. Science education involved memorizing facts

2. 1860-1880a. Pestalozzi’s “Object Teaching” emphasized concrete, student-

centered instruction using experiment rather than lecture

b. Kalamazoo Decision funded high schools with taxes

c. Cities and industries grew requiring technologically educated workers

3. 1890-19101. Bailey’s “Nature Movement” emphasized study of plants, animals as a

way to give city students an appreciation for nature

2. College science teaching begins to influence high school curriculum

3. “Committee of Ten” separates elementary and secondary science curriculum, decreasing influence of discipline specific college ed.

B. 1910-19551. 6-3-3 grade organization becomes widespread

2. Craig’s elementary curriculum results in science content “readers”

3. Traditional ordering of disciplines emergesa. 7-9 grades typically learn “general science”

b. Biology, Chemistry, Physics taught in that sequence in high school

4. General Education for all students more widely advocateda. Appreciation for science applications in society grows

b. Technology advancements of WWII filter into public schools

c. Chemistry and Physics make great advances (Manhattan Project)

C. 1955-19701. Economy and population growth

2. Launch of Sputnik by USSR triggers major reformsa. Goal of more scientists and mathematicians so US can compete

b. Many new curriculum project funded; less spent training teachers

c. Emphasis on inquiry learning and the nature of science

d. Laboratory work increases

D. 1970-19801. Dissatisfaction with “Sputnik” reforms

a. US not producing the scientists expectedb. Science education too discipline specific, too theoretical, too

hardc. Teachers didn’t buy into inquiry learning as expected

2. Individualized curricula developeda. ISCS three level junior high programb. Activities and experiments emphasizedc. Self-pace minicourses became the norm

E. 1980-19901. US Education perceived as falling behind (again)2. Yager, 1982 Synthesis of multiple studies in 1970’s

a. Direct science beyond its discipline baseb. Goals should focus on Personal Needs, Societal Needs,

Academic Preparation, and Career Education

3. Technological, Communication, Information Revolutionsa. Literate populace implies technological as well as science

conceptsb. Science education must combine all this with societal issues

F. 1990-20001. Focus on education for all students

2. Assessment and Accountability major focusa. Learned societies publish standards

i. Benchmarks for Science Literacy (AAAS, 1993)

ii. National Science Education Standards (NRC, 1996)

b. Government bodies hold schools accountable

i. State standards developed

ii. Public schools must go through accreditation

II. National Education StandardsA. The scientifically literate person

1. Analyze technical information and make informed decisions

2. Reason logically and think scientifically about everyday problems

3. Curious about the world; ask questions; know how to find answers

4. Describe, explain, and predict natural phenomena

5. Evaluate science/society issues from an informed perspective

6. Understand scientific inquiry and scientific knowledge

B. Science Education Reforms Advocated1. Less emphasis on facts; more on concepts and inquiry2. Less discipline specific; more societal and historical development

of science as an interdisciplinary enterprise3. Integration of knowledge and process4. Studying fewer concepts in more depth5. Implement Inquiry as an instructional strategy, not just a concept

a. Investigations extended over a period of timeb. Using evidence to revise explanationsc. Public communication of student ideas and workd. Management of ideas and information rather than materials/equipmente. Defend conclusions after analyzing data

III. Innovative Instructional MaterialsA. Scope, Sequence, and Coordination

1. NSTA initiative to teach general science, biology, chemistry, and physics each year 6-13

2. Emphasizes interdisciplinary and less-is-more reform items

B. Middle school level1. Great Explorations in Math and Science

a. Modules on interdisciplinary topics

b. Activity and engagement oriented

2. Project WILDa. Environment and Conservation focus of interdisciplinary topics

b. Use interest of students in wild animals as focus

3. Science Education for Public Understandinga. Focus on chemicals and the roles in society

b. Provide background for students to analyze science/society issues

4. Integrated Sciencea. Tries to meet Benchmarks while following Scope, Sequence ideas

b. Heavily supported by videos, internet, teacher training, etc…

c. Hands-on observations of familiar phenomena

C. High school level1. BSCS Biology: A Human Approach

a. Emphasizes biology from a human perspective

b. Distinguishing characteristics of humans

c. Human place in biosphere: science/society issues

2. Biology: A Community Contexta. Ecology, evolution, and genetics are major focus

b. Inquiry-based activities

c. “Science Conference” activities require cooperation, collaboration

3. Chemistry in the Community (ChemCom)a. American Chemical Society course emphasizing chemistry/society

b. Problem solving relevant to students’ everyday lives

c. Problem, laboratory, discussion, decision-making approach

4. Conceptual Physicsa. Tries to overcome fear of math-based physics

b. Uses concepts and language rather than equations

IV. Standards On-LineA. Benchmarks for Science Literacy

http://www.project2061.org/tools/benchol/bolintro.htm

B. National Science Education Standardshttp://www.nap.edu/readingroom/books/nses/html/

C. North American Association for Environmental Educationhttp://www.naaee.org/npeee/

D. CT State Department of Education Standardshttp://www.state.ct.us/sde/dtl/curriculum/currsci.htm

E. National Council on Geography Education: Standardshttp://www.ncge.org/publications/tutorial/standards/