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Chapter 2: History of US Science Education

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Title: Chapter 2: History of US Science Education


1
  • Chapter 2 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
  • Pestalozzis 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
  • Baileys 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
  • Craigs 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 didnt 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)
    (Table 2.2)
  • Yager, 1982 Synthesis of multiple studies in
    1970s
  • 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
  • TIMSS - Third International Mathematics and
    Science Study
  • 1990s international study of student and teacher
    performance and practice (41 countries
    participating).
  • USA 8th and 12th graders in the middle on Earth
    and Life Sciences, much lower in physics. Worse
    yet in Mathematics.
  • Lots of factors No single vision for Math and
    Science teaching, too many topics taught, too
    broad and too shallow.

7
  • Innovative Instructional Materials
  • Scope, Sequence, and Coordination
  • NSTA initiative to teach general science,
    biology, chemistry, earth/space, and physics each
    year 6-12
  • Emphasizes interdisciplinary and less-is-more
    reform items
  • B. Middle school level
  • Great Explorations in Math and Science
  • Modules on interdisciplinary topics
  • Activity and engagement oriented
  • Project WILD, WET, GLOBE
  • Environment and Conservation focus of
    interdisciplinary topics
  • Use interest of students in nature 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/bolintr
    o.htm
  • B. National Science Education Standards
  • http//www.nap.edu/readingroom/books/nses/html/
  • C. Connecticut State Department of Education
    Science Standards
  • http//www.state.ct.us/sde/dtl/curriculum/currsci.
    htm
  • Click (Word Document, PowerPoint or PDF) under
    Connecticut Curricular Frameworks.
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