Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology (1999) / Chapter Skim
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Appendix D
Appendix D
Pages 105-113
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From page 105... ...
The National Research Council releaser! the National Science Education Standards in December of 1995.
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From page 106... ...
Committees and working groups of scientists, teachers, and other educators appointed by the National Research Council developed the Is. They engaged in a four-year process that involved review and critique by 22 science education and scientific organizations and broad state and local participation of over TS,000 individuals, including scientists, science educators, teachers, school administrators, and parents.
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From page 107... ...
Whatisscientif~literary? Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision malting, participation in civic and cultural affairs, and economic productivity.
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From page 108... ...
content standards are dividedinto eight categories: Unifying concepts and processes · · ~ Science as inquiry Physical science Life science Earth and space science Science and technology Science in personal and social perspectives History and nature of science The content standards include traditional school science content but, in addition, encompass other knowledge and abilities of scientists. The first category of the content standards, unifying concepts and processes, identifies powerful ideas that are basic to the science disciplines and help students of all ages understand the natural world.
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From page 109... ...
CONTENT STANDARDS Grades K-4 Grades 5-8 Grades 9-12 Unifying Systems, order, and organization Systems, order, and organization Systems, order, and organization Evidence, models, and explanation Evidence, models, and explanation Evidence, models, and explanation Concepts and Change, constancy, and measurement Change, constancy, and measurement Change, constancy, and measurement Processes Evolution and equilibrium Evolution and equilibrium Evolution and equilibrium Form and function Form and function Form and function Science as Abilities necessary to do scientific Abilities necessary to do scientific Abilities necessary to do scientific inquiry inquiry Inquiry llqUIry Understandings about scientific Understandings about scientific Understandings about scientific inquiry inquiry inquiry Physical Science Properties of objects and materials Properties and changes of properties Structure of atoms Position and motion of objects In matter Structure and properties of matter Light, heat, electricity, and Motions and forces Chemical reactions magnetism Transfer of energy Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter Life Science Characteristics of organisms Structure and function in living The cell Life cycles of organisms systems Molecular basis of heredity Organisms and environments Reproduction and heredity Biological evolution Regulation and behavior Interdependence of organisms Populations and ecosystems Matter, energy, and organization in Diversity and adaptations of living systems organisms Behavior of organisms Earth and Properties of earth materials Structure of the earth system Energy in the earth system Objects in the sky Earth's history Geochemical cycles Space Science Changes in earth and sky Earth in the solar system Origin and evolution of the earth system Origin and evolution of the universe Science and Abilities of technological design Abilities of technological design Abilities of technological design Understandings about science and Understandings about science and Understandings about science and Technology technology technology technology Abilities to distinguish between natural objects and objects made by humans Science in Personal health Personal health Personal and community health Characteristics and changes in Populations, resources, and Population growth Personal and populations environments Social Types of resources Natural hazards Natural resources Perspectives Changes in environments Risks and benefits Environmental quality Science and technology in local Science and technology in society Natural and human-induced hazards challenges Science and technology in local, national, and global challenges History and Science as a human endeavor Science as a human endeavor Science as a human endeavor Nature of science Nature of scientific knowledge Nature of History of science Historical perspectives Science A P P E N D I X D 109
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From page 110... ...
The Assessment Stanclarc3s provide criteria to judge progress across the system toward the science education vision of scientific literacy for all. They can be used in preparing evalua tions of students, teachers, programs, and policies.
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From page 111... ...
ProfessionalDevelopment Standards callfor leachers to have opportunities to · Learn science through inquiry · Integrate knowledge of science, learning, and teaching · Engage in continuous reflection and improvement · Build coherent, coordinated programs for professional learning How willteachers gain the science contentinowledge they need? To help their students achieve high levels of science literacy, teachers need to understand deeply the content they teach.
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From page 112... ...
Program Standards ca// for · Consistency across all elements of the science program and across K-12 Quality in the program of studies Coordination with mathematics Quality resources-teachers, time, materials Equitable opportunities for achievement Collaboration within the school community to support a quality program Quality Programs of Study · Include all content standards · Select developmentally appropriate content · Emphasize student understanding through inquiry · Connect science to other subjects 112 A P P E N D I X D
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From page 113... ...
Effective science programs are designed to consider and draw consistency from the content, teaching, and assessment standards, as well as professional development, program, and system standards. How does the system support science learning?
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