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NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. In preparing its report, the committee invited people with different perspectives to present their views. Such invitation does not imply endorsement of those views.
This report has been reviewed by a group other than the authors according to procedures approved by a Report Review Committee consisting of members of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. This report has been prepared with funds provided by the W. K. Kellogg Foundation, Farm Foundation, and the National Research Council.
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The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy's purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce Alberts and Dr. William A. Wulf are chairman and vice-chairman, respectively, of the National Research Council.
Library of Congress Catalog Card Number: 98-84942
International Standard Book Number: 0-309-06048-6
Copyright 1998 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America
STEERING COMMITTEE ON AGRICULTURE'S ROLE IN K-12 EDUCATION
CONRAD J. WEISER, Chair,
College of Agricultural Sciences, Oregon State University, Corvallis
C. LEE CAMPBELL,
Department of Plant Pathology, North Carolina State University, Raleigh
ROLAND OTTO,
Center for Science and Engineering Education, Lawrence Berkeley National Laboratory, Berkeley, California
DEBORAH NEHER,
Department of Biology, University of Toledo, Toledo, Ohio
ROBERT ZIMBELMAN, Executive Vice President,
American Society of Animal Science and Federation of American Societies of Food Animal Sciences, Bethesda, Maryland
BOARD ON AGRICULTURE
DALE E. BAUMAN, Chair,
Cornell University*
T. KENT KIRK, Chair,
University of Wisconsin, Madison
JOHN M. ANTLE,
Montana State University, Bozeman*
SANDRA S. BATIE,
Michigan State University
MAY R. BERENBAUM,
University of Illinois
LEONARD S. BULL,
North Carolina State University*
WILLIAM B. DELAUDER,
Delaware State University, Dover*
ANTHONY S. EARL,
Quarles & Brady Law Firm, Madison, Wisconsin
ESSEX E. FINNEY, JR.,
U.S. Department of Agriculture, Mitchellville, Maryland
CORNELIA FLORA,
Iowa State University
GEORGE R. HALLBERG,
The Cadmus Group, Boston, Massachusetts
RICHARD R. HARWOOD,
Michigan State University
HARLEY W. MOON,
Iowa State University
WILLIAM L. OGREN,
University of Illinois
GEORGE E. SEIDEL, JR.,
Colorado State University
JOHN W. SUTTIE,
University of Wisconsin
JOHN R. WELSER,
The Upjohn Company, Kalamazoo, Michigan**
JAMES J. ZUICHES,
Washington State University
Staff
PAUL GILMAN, Executive Director
MICHAEL J. PHILLIPS, Director
CARLA CARLSON, Director of Communications***
MARY JANE LETAW, Project Officer
JANET OVERTON, Editor§
RUTH CROSSGROVE, Editor
Preface
The Board on Agriculture organized a Forum on Agriculture's Role in K-12 Education to provide an opportunity for agricultural professional societies to explore ways that examples from agriculture, food, and environment systems can be used to enhance inquiry-based science education. Participants discussed how professional societies could enhance continued education of K-12 teachers, improve school science programs, and increase collaborations with other professional societies and science teachers.
William DeLauder, Board on Agriculture member and president of Delaware State University, convened the forum of 71 scientists and educators representing 42 professional societies. Harold Pratt of the National Research Council walked participants through the National Science Education Standards. Pratt compared the National Science Education Standards to a national road map for achieving scientific literacy. Paul Williams, plant pathologist from The University of Wisconsin, made the keynote presentation. He urged participants to nurture and sustain the natural curiosity of students for science. Williams demonstrated inquiry-based approaches to teaching and learning biological science with Wisconsin Fast PlantsTM (fast-growing Brassica plants).
Next a panel of educators and scientists exchanged views on the following issues: 1) curriculum decisions and design; 2) teacher education (pre-service, inservice, and other professional development opportunities for teachers; 3) educational resources; and 4) community support for inquiry-based science education. Perspectives were provided by Patricia Hoben, research director of Minnesota Public Utilities Commission in Minneapolis; Michael Klentschy, school superintendent from El Centro, California; Kathy Scoggin, early-education teacher from Minneapolis, Minnesota; and Judith Williams, high school biology teacher from
Central City, Nebraska. Jan Tuomi, director of the National Research Council's Regional Initiatives in Science Education, moderated the discussion. Panelists mentioned that scientists can help teachers understand inquiry-based learning processes. Participants stressed scientist-teacher partnerships as a way for scientists to become involved in K-12 science education reform.
Scientists and educators reconvened into smaller groups to discuss the National Science Education Standards and professional society roles in K-12 science education. Two questions were used as a basis of discussion. In Question 1, societies were asked to share their experiences in undertaking education-related activities or initiatives, identify those which were most effective, and make recommendations for other societies to consider. Their responses indicated that most societies are involved in K-12 education, but the level of involvement varies considerably. In Question 2, participants were asked to identify new directions which societies could explore, based on their understanding of the National Science Education Standards and the educator panel discussion. Scientists and educators indicated that professional societies need to enhance communications and collaborations among professional societies, educators, universities, and local communities.
William DeLauder synthesized the presentations and discussions made over the one and one-half day conference. DeLauder urged scientists to take responsibility for helping to improve education for all children. He reminded them that scientific society members can make a difference in science education reform by becoming involved with their professional societies at a national level and as individuals within their local communities.
Forum participants identified many ways that scientists can improve science education for K-12 students, undergraduates, and future teachers attending our colleges and universities. The proceedings contained herein do not include any recommendations but are intended to reflect the perspectives of forum participants. We hope the proceedings will stimulate further interactions between teachers and scientists and continue the momentum generated by this national meeting.
CONRAD WEISER, CHAIR
FORUM STEERING COMMITTEE