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Historical Perspective... Science Education Reform Efforts Leading to Standards-based Science Education

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Benchmarks for Science Literacy American Association for the Advancement of Science Benchmarks specify how ... Learning Standards for Math, Science, and Technology: ... – PowerPoint PPT presentation

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Title: Historical Perspective... Science Education Reform Efforts Leading to Standards-based Science Education


1
Historical Perspective...Science Education
Reform EffortsLeading toStandards-based
Science Education
2
August 26, 1981
  • Secretary of education T. H. Bell creates the
    National Commission on Excellence in Education.
  • The commission is directed to examine the quality
    of education in the United States and make a
    report to him and the nation within 18 months of
    its first meeting.

3
1983. . .Bells National Commissionon
Excellence in Education PublishesA Nation at Risk
  • Our society and its educational institutions
    seem to have lost sight of the basic purposes of
    schooling, and of the high expectations and
    disciplined effort needed to attain them.
  • Excellence characterizes a school or college
    that sets high expectations and goals for all
    learners, and then tries in every way possible to
    help students reach them.

4
1985. . . Project 2061 Science for All
AmericansAmerican Association for the
Advancement of Science
  • Project 2061 is a long term initiative of AAAS to
    reform K-12 education in natural and social
    science, mathematics, and technology.
  • A goal of project 2061 is to develop a set of
    tools to help local, state, and national
    educators redesign curriculum.

5
1985. . . Project 2061 Continued
  • Project 2061 presents a vision of science
    literacy goals for all students to reach by the
    time they finish the 12th grade.
  • One fundamental premise of project 2061 is that
    schools do not need to be asked to teach more and
    more content, but rather to focus on what is
    essential to science literacy and to teach it
    more effectively.

6
1986. . . A Nation Prepared Teachers for the
21st Century The Report of the Task Force of
Teaching As a Profession
  • The task force called for sweeping changes in
    education policy
  • The creation of a national board for professional
    teaching standards
  • The restructuring of schools to provide a
    professional environment for teaching

7
1986. . .The Report of the Task Force of
Teaching As a Profession Continued...
  • Americans have not yet fully recognized two
    essential truths
  • That success depends on achieving far more
    demanding educational standards than we have ever
    attempted to reach before.
  • And
  • That the key to success lies in creating a
    profession equal to the task

8
1991. . .A New Compact for LearningRegents of
the State of New York
  • The legions of dedicated people who work in our
    schools are caught up in a system that is
    obsolete.
  • Either we make fundamental changes in that
    system, or we begin the slide into a darker and
    less prosperous time.

9
1991. . .A New Compact for LearningContinued. .
.
  • The New Compact for Learning rests on certain
    core principles
  • All children can learn
  • Focus on results
  • Aim for mastery
  • Provide the means
  • Provide authority with accountability
  • Reward success and remedy failure

10
1993. . .Benchmarks for Science
LiteracyAmerican Association for the Advancement
of Science
  • Benchmarks specify how students should progress
    toward science literacy.
  • Benchmarks provide statements of what all
    students should know or be able to do in science,
    mathematics, and technology by the end of grades
    2, 5, 8, and 12.

11
March, 1994. . .Learning Centered Curriculumand
Assessment for New York StateThe State
Department of EducationUniversity of the State
of New York
  • The Learning Centered Curriculum outlines
  • the kinds of guidance that the State should
    provide for the development of such curriculum,
    instruction, and assessment in every school
  • the kinds of initiatives local districts and
    schools should undertake to make these kinds of
    opportunities real for all students

12
April, 1994. . .Draft Curriculum Framework for
Mathematics, Science, and TechnologyThe New
York State Education Department
  • The Framework
  • was produced to inform local curriculum
    development, assessment development, and staff
    development
  • was organized around content and performance
    standards
  • defined major areas of study, core concepts and
    competencies that will enable students to attain
    goals
  • provided illustrations of teaching practices and
    assessment strategies that would be appropriate
  • provided performance indicators that concretely
    describe what students should be able to do to
    meet the standards

13
April, 1994. . .Draft Curriculum Framework for
Mathematics, Science, and Technologycontinued.
. .
  • A Curriculum Framework
  • is a stepping stone between standards and
    curriculum
  • provides direction for schools and districts as
    they construct a curriculum that addresses the
    needs of their students
  • contains standards that apply to all students,
    regardless of their experiential background,
    capabilities, developmental and learning
    differences, interests, or ambitions

14
What are standards?
  • Science education standards provide criteria to
    judge progress toward a national vision of
    learning and teaching science in a system that
    promotes excellence....
  • (National Science Education Standards, page 12)

15
What are standards? continued. . .
  • Science education standards are criteria to judge
    quality
  • the quality of what students know and are able to
    do
  • the quality of the science programs that provide
    the opportunity for students to learn science
  • the quality of science teaching
  • the quality of assessment practices and policies
  • the quality of the system that supports science
    teachers and programs
  • (National Science Education Standards, page 12)

16
What are standards?continued. . .
  • The Curriculum Frameworks for Mathematics,
    Science, and Technology defined
  • Standard as a statement of student learning that
    is composed of two parts a content standard, and
    a performance standard.
  • Content Standard as knowledge, skills, and
    understandings that individuals can habitually
    demonstrate over time as a consequence of
    instruction and experience.
  • Performance Standard as levels of student
    achievement in domains of study.

17
1996. . .National Science Education Standards
The National Research Council
  • The National Science Education Standards
  • are designed to guide our nation toward a
    scientifically literate society
  • are founded in exemplary practice and research
  • describe a vision of the scientifically literate
    person
  • present criteria for science education that will
    allow that vision to become reality
  • emphasize a new way of teaching and learning
    about science that reflects how science itself is
    done

18
1996. . .National Science Education Standards
continued...
  • The National Science Education Standards
  • emphasize a new way of teaching and learning
    about science that reflects how science itself is
    done
  • emphasize inquiry as a way of achieving knowledge
    and understanding about the world

19
1996. . .National Science Education Standards
continued...
  • Science standards are for all students
  • Different students will achieve understanding in
    different ways, and different students will
    achieve different degrees of depth and breadth of
    understanding depending on interest, ability, and
    context.
  • ...but all students can develop the knowledge
    and skills described in the Standards, even as
    some students go well beyond these levels.

20
1996. . .National Science Education Standards
continued...
  • There are six NSES Standards
  • 1. The science teaching standards describe what
    teachers of science at all grade levels should
    know and be able to do.
  • 2. The professional development standards present
    a vision for the development of professional
    knowledge and skill among teachers.
  • 3. The assessment standards provide criteria
    against which to judge the quality of assessment
    practices.

21
1996. . .National Science Education Standards
continued...
  • There are six NSES Standards
  • 4. The science content standards outline what
    students should know, understand, and be able to
    do in the natural sciences over the course of
    K-12 education.
  • 5. The science education program standards
    describe the conditions necessary for quality
    school science programs.
  • 6. The science education system standards consist
    of criteria for judging the performance of the
    overall science education system.

22
1996. . .NY State Learning Standards
forMathematics, Science, and Technology
  • The publication Learning Standards for
    Mathematics, Science, and Technology, identifies
    standards by way of key ideas and performance
    indicators
  • Key ideas are broad, unifying, general statements
    of what students need to know.
  • The performance indicators for each key idea are
    statements of what students should be able to do
    to provide evidence that they understand the key
    ideas.

23
1996. . .NY State Learning Standards
forMathematics, Science, and Technology
continued...
  • Learning Standards for Math, Science, and
    Technology
  • consist of the content standards and performance
    indicators
  • include samples of student work, along with
    teachers comments on the work
  • have examples intended to provide some ideas of
    tasks that support attainment of the performance
    standards

24
1999 -- 2001Publication of theCore Curricula
for Science
  • The Core Curriculum guides
  • are based on the Learning Standards for Math,
    Science, and Technology
  • were developed by teams of teachers from each
    subject area, working with State Education
    Department personnel
  • added major understandings to provide more
    specific detail to the concepts underlying the
    performance indicators
  • are the basis for assessments produced by the NY
    State Education Department

25
Timetable for implementation of the New York
State Science Assessments
  • 2000-2001
  • Grade 8 Intermediate Level science
  • Regents Science Living Environment
  • Regents Science Physical Setting/Earth
    Science
  • 2001-2002
  • Regents Science Physical Setting/Chemistry
  • Regents Science Physical Setting/ Physics
  • 2004
  • Grade 4 Elementary Science - Objective and
  • Performance Components
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