Introducing the National Science Education Standards, Booklet (1997) / Chapter Skim
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National Science Education Standards
National Science Education Standards
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Teachlng Assessment Professional Development Program System * The National Research Council is the principal operating agency of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine.
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Committees and working groups of scientists, teachers, and other educators appointed by the National Research Council developed the Standards. They engaged in a fouryear 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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· School science reflects traditions of contemporary science. · Improving science is part of systemwicle eciucational reform.
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The Standards envision an active learning process in which students describe objects and events, ask questions, formulate explanations, test those explanations, and communicate their ideas to others. In this way, students build strong knowleclge of science content, apply that knowledge to new problems, learn how to communicate clearly, and build critical and logical thinking skills.
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What is scientific literary? Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.
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The National Research Council believes that the use of the Benchmarks complies fully with the spirit of the content standards.
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social perspectives · History anct 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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science program Guide and facilitate learning Assess stuclent learning ant! their own teaching Design and manage learning environments Develop communities of science learners Participate in on-going development of the school science program How can teachers apply the Standards in their Classrooms?
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The assessment standards identify essential characteristics of effective assessment policies, practices, and tasks at all levels. Teachers who use the standards win think differently about what to assess, when to do so, and the best ways to determine what their students are learning.
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The professional ctevelopment standards can be used to help teachers of K-12 science have the on-going, in-depth kinds of learning opportunities that are required by and available to all professionals. Professional Development Standards rail for teachers to have opportunities to Learn science through inquiry Integrate knowIecIge of science, learning, anc' teaching Engage in continuous reflection and improvement Built' coherent, coordinates' programs for professional learning : :~ ~ Hi.; it= to
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Building science knowledge Involves active investigation Focuses on significant science Uses scientific literature and technology Builds on leachers' current knowledge Encourages on-going reflection Supports collaboration among teachers How will teachers improve their science teaching? Effective teachers of science have specialized knowledge that combines their understanding of science with what they know about learning, teaching, curriculum, and students.
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The program standards will help schools and districts translate the Otis into effective programs that reflect local contexts and policies. Program Standards ca// for Consistency across all elements of the science program and across K-1 2 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
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The Stalndards do not prescribe a specific curriculum but, rather, provide criteria that can be used at the local, state, and national levels to design a curriculum framework, a key element in a school or district's science program, or to evaluate and select curriculum materials. 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.
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How does the system support science /earning? The System Standards call on all parts of the educational system—including local districts, state departments of education, and the federal education system—to cooled Hate their efforts and build on one another's strengths.
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Change will occur locally, and differences in individuals, schools, and communines win result in different pathways to improvement, different rates of progress, and different school science programs. What is important is that change be pervasive and sustainable' leading to high quality science education for all students.
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