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## National Science Education Standards (1996) Board on Science Education (BOSE)

### Citation Manager

. "7 Science Education Program Standards." National Science Education Standards. Washington, DC: The National Academies Press, 1996.

 Page 219

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TABLE 7.1. EXAMPLES OF MATHEMATICS THAT STUDENTS SHOULD USE AND UNDERSTAND

 GRADES K-4 GRADES 5-8 GRADES 9-12 Measure, collect, and organize data Represent situations verbally, numerically, graphically, geometrically, or symbolically Develop ability to use realistic applications and modeling in trigonometry Explore chance Recognize and describe patterns Use estimations Understand connections within a problem situation, its model as a function in symbolic form, and the graph of that function Use variables to express relationship Identify and use functional relationships Develop skills of estimation and judgment Develop and use tables, graphs, and rules to describe situations Use functions that are constructed as models of real-world problems Use statistical methods to describe, analyze, evaluate, and make decisions Know how to use statistics and probability Use geometry in solving problems Create experimental and theoretical models of situations involving probabilities Source: NCTM, 1989

Districts should use the professional development standards to provide teachers with opportunities to develop and enhance the needed capabilities for effective science teaching. Funding and professional time for such development is an essential part of district budgets.

The emphasis on the need for professional teachers of science does not diminish the need for other school personnel who enhance the science program. In addition to an administrative team and teaching colleagues, other support personnel might include the resource librarian, a laboratory technician, or maintenance staff.

TIME IS A MAJOR RESOURCE IN A SCIENCE PROGRAM. Science must be allocated sufficient time in the school program every day, every week, and every year. The content standards define scientific literacy; the amount of time required to achieve scientific literacy for all students depends on the particular program. The time devoted to science education must be allocated to meet the needs of an inquiry-based science program. No matter what the scheduling model, a school schedule needs to provide sufficient and flexible use of time to accommodate the needs of the students and what is being learned. In addition to time with students and with colleagues, teachers of science also spend considerable time preparing materials, setting up activities, creating the learning environment, and organizing student experiences. This time must be built into the daily teaching schedule.

 Page 219
 Front Matter (R1-R10) National Science Education Standards: An Overview (1-10) 1 Introduction (11-18) 2 Principles and Definitions (19-26) 3 Science Teaching Standards (27-54) 4 Standards for Professional Development for Teachers of Science (55-74) 5 Assessment in Science Education (75-102) 6 Science Content Standards (103-208) 7 Science Education Program Standards (209-226) 8 Science Education System Standards (227-242) Epilogue (243-246) Appendix (247-253) Index (254-260) Credits (261-262)
Important Notice

Marking the culmination of a three-year, multiphase process, on April 10th, 2013, a 26-state consortium released the Next Generation Science Standards (NGSS), a detailed description of the key scientific ideas and practices that all students should learn by the time they graduate from high school.

Print copies of the Next Generation Science Standards are available for pre-order now or you can view the online version at nextgenscience.org

The standards are based largely on the 2011 National Research Council report A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

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