Index
A
in professional development of teachers, 56
American Association for the Advancement of Science, 14, 15, 200
American Association of Physics Teachers, 14
American Chemical Society, 14
Assessment(s)
of ability to inquire, 98-100
achievement measures, 79-82
avoiding methodological bias in, 86
changes in emphases in standards, 76-78, 100
conceptual development, 5-6
conceptual trends, 76-78
content standards and, 112
criteria for evaluation of, 5
cross-test comparison, 78
curriculum planning and, 87
design standards, 78-79
for development of self-directed learners, 88
equity issues in, 222
examples of implementation, 39-41, 47-49, 80-81, 136, 146-147, 162-164, 202-203
fairness in, 85-86
to improve classroom practice, 87
internal consistency, 79
large-scale, 89-90
with multiple variables, 76
opportunity for students to demonstrate achievement, 84
of opportunity to learn, 6, 76-78, 79, 82-83
process components of, 76
professional development of teachers, 42-43, 63, 67, 89, 97-98
program standards, 211
public perception and understanding, 89, 211
regional and national application, 78, 89-90
reliability, 84
reporting and interpreting results, 43, 86-87, 88-89
resource expenditures for, 79
role of standards for, 5, 75-76
sample assessments of student science achievement, 91-100
stability of measures, 84-85
Standard A, 78-79
Standard B, 79-83
Standard C, 83-85
Standard D, 85-86
Standard E, 86-87
stated purpose of, 79
student evaluations of scientific inquiries and results, 171, 202-203
student goals and, 30
student self-assessment, 42, 88
of students with disabilities, 86, 222
of student understanding of natural world, 91-98
system standards and, 230-231
teacher collaborations for, 67
teacher self-assessment, 69
teaching standards, 37-43
technical quality of, related to use, 83-85
Atomicity, scientific concept of, 149, 150, 177, 178-179
Authentic assessment, 78, 83-84
B
Benchmarks for Science Literacy, 15, 200
Biological Sciences Curriculum Study, 14
Biology. See Life science
Business and industry
consideration in curriculum planning, 231
in implementation of standards, 245
importance of scientific literacy, 1-2, 12
C
Cell biology, 155, 156, 181, 184-185
Certification for teaching
organizational participants, 229-230
role of professional development standards in, 56
Chemical reactions, 179
Classification concepts and practice, 128, 181, 185
Colleges and universities
admissions requirements, 231
education of science teachers, 60-61, 63-67, 238
Community contexts
curriculum design, 231
design of science program content, 231
development of science program in, 51
educational resources outside the school, 45, 220-221
educational system in, 227-228
health concepts, 197-198
implementation of standards, 245
professional development of teachers in, 57, 67
social perspectives of science, 138-141
Content Core, The, 14
Content standards, 6-7
changes in emphases in, 113
criteria for selection of, 109-110
curriculum and, 20, 22-23, 103, 110, 111, 212-214
in development of student goals, 30
diversity of learning experiences and, 20, 221-222
earth and space science, 106
grades K-4, 130-134
grades 5-8, 158-161
grades 9-12, 187-190
examples of implementation, 34-35, 39, 47-49, 64-66, 80-81, 124-125, 131-133, 136, 146-147, 150-153, 162-164, 182-183, 194-196, 202-203, 215-217
grades K-4, 110
Standard A, 121-123
Standard B, 123-127
Standard C, 127-129
Standard D, 130-134
Standard E, 135-138
Standard F, 138-141
Standard G, 141
grades 5-8, 110
Standard A, 143-148
Standard B, 149-155
Standard C, 155-158
Standard D, 158-161
Standard E, 161-166
Standard F, 166-170
Standard G, 170-171
grades 9-12, 110
Standard A, 173-176
Standard B, 176-181
Standard C, 181-187
Standard D, 187-190
Standard E, 190-193
Standard F, 193-199
Standard G, 200-202
history and nature of science, 104, 107
grades K-4, 141
grades 5-8, 170-171
grades 9-12, 200-202
implementation, 7, 103, 110-112
life science, 106
grades K-4, 127-129
grades 5-8, 155-158
grades 9-12, 181-187
local considerations, 231
personal and social perspectives of science
grades K-4, 138-141
grades 5-8, 166-170
grades 9-12, 193-199
physical science, 106
grades K-4, 123-127
grades 5-8, 149-155
grades 9-12, 176-181
presentation format, 108-109
program standards and, 209-210, 212, 213
rationale, 104
grades K-4, 121-123
grades 5-8, 143-148
grades 9-12, 173-176
system standards and, 230-231
technology and science, 106-107
grades K-4, 135-138
grades 5-8, 161-166
grades 9-12, 190-193
unifying concepts and processes, 104-105, 115-119
Council of State Science Supervisors, 14
Creative thinking, 46
Critical thinking, 33, 145, 175
Curriculum
assessment practice and, 87, 211
college/university preparation of science teachers, 61, 238
content standards and, 6-7, 20, 22-23, 103, 110, 111
coordination across subjects, 214
developmentally appropriate, 212-214
development of student goals and, 30
equity issues in design of, 222
framework, 211
mathematics-science coordination, 214-218
patterns in program design, 212-214
program standards, 7-8
research and development process, 213
selection of units and courses of study, 211
social considerations, 231
teaching practice consistent with, 211
teaching standards for planning of, 30-31
Curriculum and Evaluation Standards for School Mathematics, 13
D
Diet and nutrition, 139, 140, 168, 197
Disabilities and handicaps, 37
access to learning opportunities, 20, 221
assessment of students with, 86, 222
District level
assessment activities, 89-90
changes in emphases in system standards, 240
in educational system, 227, 228
implementation of program standards, 8, 210
implementation of standards, example of, 234-237
science program planning, 51-52, 211-212
Duration of class, 37
E
Earth and space science
developing student understanding
grades K-4, 130-134
grades 5-8, 158-159
grades 9-12, 187-189
evolution of earth, 160, 189-190
fundamental concepts underlying standards for
grades K-4, 134
grades 5-8, 159-161
grades 9-12, 189-190
geochemical cycles, 189
grades K-4, content standards for, 106, 130-134
grades 5-8, content standards for, 106, 158-161
grades 9-12, content standards for, 106, 187-190
nature of change, 134
objects in space, 134
origin and evolution of universe, 190
properties of earth materials, 134
solar system, 160-161, 215-217
Earth Science Education Coalition, 14
Earthworms, 34-35
Ecosystem studies, 157-158
Education, Department of, 14
Educational system, 8
communication within, 231
coordination and cooperation in, 8, 51
government functioning in, 228
role of, 228
role of national standards in, 12
science program planning, 51-52
state functioning in, 227-228, 229
structure and functioning, 8, 227-228
support for science teaching, 4, 27, 28, 37, 211, 222-224
See also System standards
Education Development Center, 14
Egg drop experiment, 162-164
English as second language, 37
Environmental studies, 139, 140, 167, 168
environmental quality issues, 198
interdependence of organisms, 186, 193
natural and human-induced hazards, 168-169, 198-199
natural resource management, 11, 198
Equity, 2
fairness in assessment practice, 85-86
in science education policy-making, 232-233
science teaching standards and, 4, 16, 20
student access to opportunities, 221-222
Evaporation, 124-125
Everybody Counts: A Report to the Nation on the Future of Mathematics Education, 13
Evolution, scientific concept of
example of classroom activity, 182-183
grades 9-12 content standards, 185
natural selection, 181-184, 185
as unifying concept, 119
Examples of implementation
of assessment standards, 39-41, 47-49, 80-81, 136, 146-147, 162-164, 202-203
of content standards, 34-35, 39, 47-49, 64-66, 80-81, 124-125, 131-133, 136, 146-147, 150-153, 162-164, 182-183, 194-196, 202-203, 215-217
of professional development standards, 34-35, 64-66, 131-133, 150-153, 234-237
of program standards, 34-35, 39, 47-49, 64-66, 80-81, 124-125, 131-133, 146-147, 150-153, 162-164, 182-183, 194-196, 215-217, 234-237
student science achievement assessment, 91-99
of system standards, 34-35, 39, 64-66, 124-125, 150-153, 162-164, 234-237
of teaching standards, 34-35, 39, 47-49, 64-66, 80-81, 124-125, 131-133, 136, 146-147, 150-153, 162-164, 182-183, 194-196, 202-203, 215-217
F
Federal government
changes in emphases in system standards, 239
in educational system, 228
system standards, 230-231
in teacher certification, 229, 230
Field experiences, 44, 220-221
for development of pedagogical content knowledge, 67
Form and function, scientific concept of, 119
Fossils, 182-183
G
Gender issues, in assessment, 85-86
Goals of standards, 2, 10, 13, 21
for professional development of teachers, 55-56
for science teaching, 27
for student assessment, 75, 76
for student inquiry skills, 105
Grades K-4
content standards, 110
earth and space science content standard, 130-134
history and nature of science, content standard for understanding, 141
life science content standard, 127-129
personal and social perspectives of science, content standard for, 138-141
physical science content standard, 123-127
science and technology content standard, 135-138
scientific inquiry in, content standards for, 121-123
teacher knowledge, 60
unifying concepts and processes in, 104-105, 115-119
Grades 5-8
content standards, 110
earth and space science content standard, 158-161
history and nature of science, content standard for understanding, 170-171
personal and social contexts of science, content standard for understanding, 166-170
physical science content standard, 149-155
science and technology content standard, 161-166
science as inquiry in, content standards for, 143-148
unifying concepts and processes in, 105, 115-119
Grades 9-12
content standards, 110
earth and space science content standards, 187-190
graduation requirements, 231
history and nature of science, content standards for, 200-202
life science content standards, 181-187
personal and social perspectives of science, content standards for understanding, 193-199
physical science content standards, 176-181
science and technology, content standards for understanding, 190-193
science as inquiry in, content standards for, 173-176
unifying concepts and processes in, 104-105, 115-119
Graduation requirements, 231
H
Health science, 138-141, 157, 167, 168, 197-198
History and nature of science, 104, 107
culture and traditions of science, 21
developing student understanding
grades K-4, 141
grades 5-8, 170
grades 9-12, 200
example of classroom activity, 194-196
fundamental concepts underlying standards for
grades K-4, 141
grades 5-8, 170-171
grades 9-12, 200-204
grades K-4, content standards for, 141
grades 5-8, content standards for, 170-171
grades 9-12, content standards for, 200-202
student evaluations of scientific inquiries, 202-203
Human biology, 156-157, 186, 187
natural and human-induced hazards, 168-169, 198-199
I
Implementation of standards, 243-245
activities in, 244-245
changing emphases in assessment practice, 100
changing emphases in professional development, 72
changing emphases in teaching practice, 52
content standards, 103, 110, 111-112
example of system functioning in, 234-237
learning environment for, 13
local contexts and policies in, 8, 29
long-term commitment, 13
as ongoing process, 9
professional development standards, 219
program standards, 210
responsibility for, 244
science content standards, 6-7
science program standards, 7-8
science teaching standards, 29, 137
system-wide participation in, 9, 12, 21
Inquiry. See Scientific inquiry
L
Laboratories, 220
Lawrence Hall of Science, 14
Leadership
continuity in policy and, 231-232
for reform of education of science teachers, 238
science program, 211-212, 223-224
Life science
cellular studies, 184-185
characteristics of organisms, 129
developing student understanding
grades K-4, 127-129
grades 5-8, 155-156
grades 9-12, 181-184
diversity and adaptation of organisms, 158
environmental studies, 129
evolutionary concepts, 185
fundamental concepts underlying standards for
grades K-4, 129
grades 5-8, 156-158
grades 9-12, 184-187
grades K-4, content standards for, 106, 127-129
grades 5-8, content standards for, 106, 155-158
grades 9-12, content standards for, 106, 181-187
interdependence of organisms, 186
life cycles of organisms, 129
living systems studies, 156-157, 186-187
populations and ecosystems, 157-158
regulation and behavior, 157, 187
reproduction and heredity, 157, 185
M
Mathematics, 116-117, 148, 175, 176
coordination with science program, 214-218
Measurement, as science practice, 118
skills in grades K-4, 126-127
skills in grades 5-8, 149
Musical instruments, 47-49
N
National Association of Biology Teachers, 14
National Committee on Science Education Standards and Assessment (NCSESA), 14-15
National Council of Teachers of Mathematics (NCTM), 13, 15, 218
National Education Goals Panel, 13
National Governors Association, 13
National Research Council (NRC), 13, 14, 15
National Science Education Standards
conceptual basis, 19-21
historical evolution, 13-15
role of, 12
terminology, 22-24
See also Goals of standards;
Implementation of standards;
specific standard
National Science Foundation, 14
National Science Resources Center, 14
National Science Teachers Association, 14
Nation at Risk, A, 14
O
Opportunity to learn
assessment of, 76-78, 79, 82-83
in conceptual basis of standards, 20, 221-222
elements of, 2
program standards, 221-222
See also Equity
P
Parents
in implementation of standards, 245
student progress reports for, 88-89
in system reform, 238
Peer review, student, 174
Pendulums, 146-147
Personal and social perspectives of science
challenges of science and technology, 140-141, 199
developing student understanding
grades K-4, 138-139
grades 5-8, 166-168
grades 9-12, 193-197
environmental issues, 140, 198
fundamental concepts underlying standards for
grades K-4, 139-141
grades 5-8, 168-170
grades 9-12, 197-199
grades K-4, content standard for, 138-141
grades 5-8, content standard for, 166-170
grades 9-12, content standards for, 193-199
importance of scientific literacy, 1
natural and human-induced hazards, 168-169, 198-199
natural resource issues, 198
personal and community health, 139-140, 169, 197-198
population studies, 140, 168, 198
risk-benefit analysis, 169
technology issues, 140-141, 167-168, 169-170, 197
Photosynthesis, 194-196
Physical science
chemical reactions, 179
conservation of energy, 180
developing student understanding
grades 5-8, 149-154
grades 9-12, 176-178
fundamental concepts underlying standards for
grades K-4, 127
grades 5-8, 154-155
grades 9-12, 178-181
grades K-4, content standards for, 106, 123, 126-127
grades 5-8, content standards for, 106, 149-155
grades 9-12, content standards for, 106, 176-181
interactions of energy and matter, 180-181
motions and forces, 127, 154, 179-180
properties of objects and materials, 127, 154, 178-180
structure of atoms, 178
transfer of energy, 155
Population studies, 140, 157-158, 168, 193, 198
Prediction, as science practice, 116-117, 145, 148
Probability, mathematical, 116-117
Professional development of teachers
in assessment practice, 67
benefits of, 67-68
college/university science education, 60-61, 238
design and evaluation of assessments, 97-98
field experiences for, 67
as lifelong process, 57, 68-70
opportunities to reflect on practice, 69
participants in, 57-58
program planning and, 51-52
reform of, 56
settings for, 58, 67, 68, 69-70
teacher responsibilities, 69
See also Professional development standards
Professional development standards, 4-5
changes in emphases in, 72
continuous activities in, 57, 68-70
examples of implementation, 34-35, 39, 64-66, 131-133, 150-153, 234-237
focus of, 58-59
grade-specific science knowledge, 60
implementation, 219
for knowledge and understanding of science, 59-61
for knowledge of science teaching, 62-68
for professional development programs, 70-71
Standard A, 59-61
Standard B, 62-68
Standard C, 68-70
Standard D, 70-71
system standards and, 230-231
underlying assumptions, 56-58
See also Professional development of teachers
Professional societies, 229
Program standards, 7-8
assessment practice in, 211
assumptions underlying, 210
changes in emphases in, 224
content standards and, 212, 213
coordination with mathematics program, 214-218
correspondence with other school subjects, 214
curriculum framework and, 211
curriculum patterns and, 212-214
equity of student access to opportunities, 221-222
examples of implementation, 34-35, 39, 47-49, 64-66, 80-81, 124-125, 131-133, 146-147, 150-153, 162-164, 182-183, 194-196, 215-217, 234-237
field experiences, 220-221
goals and expectations of students, 210, 211
inquiry as component of, 214
leadership and responsibility, 211-212, 223-224
physical space requirements, 220
relationship to student's lives, 212-213
resources for teaching, 218-221
role of, 209-210
school scheduling, 219
Standard A, 210-212
Standard B, 212-214
Standard C, 214-218
Standard D, 218-221
Standard E, 221-222
Standard F, 222-224
support for teachers and teaching, 211, 219, 222-224
system standards and, 230-231
teaching practice, 211
Public perception and understanding
of assessment practice, 85, 89, 211
of system reform, 238
R
Race/ethnicity, assessment and, 85-86
Research activities for professional development, 58
Resource management in teaching, 43-45, 168
adaptation of externally produced materials, 213
assessment standards, 79
budget planning, 220
materials-support infrastructure, 220
necessities for scientific inquiry, 220
physical space requirements, 220
policy-making and, 232
for professional development of teachers, 70
program standard, 218-221
resources outside the school, 45, 220-221
responsibility for, 218
science program planning, 51-52
to sustain and encourage reform, 223
teachers as resource, 218-219
time as resource, 219
Risk-benefit analysis, as scientific concept, 167, 169
S
Safety, 44
Scheduling of classes, 44, 219
Science for All Americans, 14, 15
Science Olympiad, 39-41
Scientific inquiry, 23-24
abilities for, 145, 148, 175-176
grades K-4, 122-123
grades 5-8, 145-148
grades 9-12, 175-176
assessment of student achievement, 98-100
characteristics of, 2
classroom environment for, 44
classroom resources for, 220
in college/university preparation of science teachers, 61
defined, 214
developing student abilities and understanding
grades K-4, 121-122
grades 5-8, 143-145
grades 9-12, 173-175
in development of teaching and learning models, 31
example of implementation in classroom, 34-35, 146-147
forms of, in classroom, 33
fundamental concepts underlying standards for
grades K-4, 123
grades 5-8, 148
grades 9-12, 176
grades K-4, content standard for, 105, 121-123
grades 5-8, content standard for, 105, 143-148
grades 9-12, content standard for, 105, 173-176
historical development of, standards for understanding, 104, 107
meaning of, to students, 173-174
peer review of, 174
personal and social development and, 104, 107
professional development standards for teachers, 59
as program component, 214
responsibilities of system personnel in teaching of, 212
in science learning process, 2, 105
scientific method and, 144-145
skills assessment, 6
student collaboration in, 50
student evaluation of scientific studies and results, 171, 202-203
teacher's management of, 33, 36
technology as design and, 107, 166
See also Scientific literacy
Scientific knowledge and understanding
assessment of, 82
of cause-and-effect, 145
of chemical reactions, 179
college/university education of teachers, 60-61, 238
of constancy and change, 117-118
cultural and traditional elements of, 21
curriculum design for, 213
of earth and space, 130-134, 158-161, 187-190
of energy, 154, 155, 157, 178, 180-181, 186-187, 189
of environmental and resource issues, 139, 140, 198-199
of evolution and equilibrium, 119
of form and function, 119
goals of standards, 13
as human endeavor, 141, 170, 200-201
lifelong learning, 68-69
of living systems and organisms, 127-129, 155-158, 186-187
of measurement, 118, 126-127, 149
of motions and forces, 127, 154, 179-180
of natural selection, 181-184, 185
nature of, 23
pedagogical content knowledge, 62-68
of population issues, 140
of prediction, 116-117, 145, 148
of probability, 116-117
professional development standards for teachers, 59-61
of properties of objects and materials, 123, 126-127, 149-154, 178-179
of risk-benefit analysis, 167, 169
of scientific description, 145, 148, 176
of scientific explanation, 117, 122-123, 145, 148, 174, 175-176, 201
scientific inquiry and, 144-145
sources of, 31
of substance abuse, 140
of systems analysis, 116-117
teacher's, 28
of technological design, 135-138, 161-166, 192-193
unifying concepts and processes in, 104-105, 115-119
use of evidence, 117, 145, 174, 201
use of scientific models, 116, 117, 159, 175
See also Scientific inquiry
Scientific literacy
cultural and traditional elements of, 21
defined, 22
developmental approach, 18
goals of standards, 13
See also Scientific inquiry;
Scientific knowledge and understanding
Self-directed learning, 88
Sexual behavior and reproduction, 156, 158, 168, 197-198
Social issues, 138-141
Solar system, 215-217
State government
changes in emphases in system standards, 239
in educational system, 227-228, 229
national standards and, 12
resource allocation, 232
system standards, 230-231
in teacher certification, 229, 230
Students
classroom organization of, 31-32
classroom participation, 36-37
as community of science learners, 45-46
determinants of learning, 28, 29
development of goals for, 30
encouraging classroom collaboration and discourse, 36, 50
grouping of, 222
in implementation of standards, 244
involvement in design of learning environment, 45, 46-50
program considerations, 212-213
responsibility for learning, 27, 36
social and cultural considerations in teaching strategies, 32, 37
student-teacher relationship, 29
teacher's respect for, 46
Substance abuse, 140, 168, 197
Systems analysis, 116-117
applied to educational systems, 227-228
earth and space science, 158-161, 187-190
interdependence of organisms, 186
living systems, 156-158, 186-187
System standards, 8
changes in emphases in, 239-240
congruence among standards, 230-231
continuity in policy-making, 231-232
coordination of policies, 231
equity considerations, 232-233
examples of implementation, 34-35, 39, 64-66, 124-125, 150-153, 162-164, 234-237
ongoing evaluation of policy, 233
resource considerations in policy-making, 232
responsibility for reform, 8, 233-238
role of, 227
Standard A, 230-231
Standard B, 231
Standard C, 231-232
Standard D, 232
Standard E, 232-233
Standard F, 233
Standard G, 233-238
T
Teacher collaboration
for assessment, 67
in college/university preparation of science teachers, 61
for design of professional development programs, 71
for development of pedagogical content knowledge, 63-68
development of scoring rubrics for assessment, 93
mathematics-science, 214-218
new forms of, 67
with outside institutions, 223
for professional development, 57-58
for research on practice, 223
school environment for, 222-223
for science program planning, 32, 51
with scientists, 233-238
for self-assessment, 69
Teaching practice
as active learning process, 2, 20, 28
assessment practice consistent with, 211
classroom organization of students, 31-32
consistent with curriculum framework, 211
culture and traditions of science, 21
determinants of student learning, 28, 29
equitable access to opportunities for students, 221-222
flexibility, 213
grouping of students, 222