Preparing for the 21st Century: The Education Imperative (1997) / Chapter Skim
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Preparing for the 21st Century: The Education Imperative
Preparing for the 21st Century: The Education Imperative
Pages 1-10
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Our nation is unlikely to remain the world leacler without a better-educated workforce. Several key objectives set forth in Academy complex reports can help guide the actions of all those involved in developing and implementing public and institutional policies regarding education.
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Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories.
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· Software-makers must tie the content of their products to quality information and to the national education standards as they are implemented. · Teachers must receive extensive training in how to use emerging information technologies.
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Everybody Counts: A Report to the Nation on the Future of Mathematics Education, Mathematical Sciences Education Board, 1 989 · A-4. The Role of Scientists in the Professional Development of Science Teachers, Committee on Biology Inservice Programs, 1996 Undergraduate Education Should Include Scientific Inquiry Weaknesses of science and mathematics education at the K-12 level have counterparts at the undergraduate level.
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Our colleges and universities have important roles in supporting the profound changes in K-12 science and mathematics education called for by the national standards. For example, learning science through hands-on inquiry not only is the best way for students to gain an unclerstanding of science throughout their K-12 years, but also should be an important focus for introductory college courses.
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be awarded competitively to institutions and departments that work to enhance the versatility of students, both through curricular innovation and through more-effective faculty mentoring to acquaint students with the full array of employment options. It is recognized that a heightened emphasis on education and training grants could reduce the funds available for research assistantships.
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Although not formally approved and recognized as such, this country already has national examinations for college entry and a national curriculum for K-12 science and mathematics education that is cletermine(3 largely by these tests and by the books produced by major textbook publishers. The science curriculum demands a superficial knowledge of such a wide variety of topics that the understanding and excitement of science are lost.
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than past challenges. It encompasses the rapidly increasing diversity of the nation's population, the growing internationalization of commerce and culture, the explosive clevelopment of information technologies, and other great technical and social transformations.
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SCIENCE AND MATHEMATICS EDUCATION STANDARDS WEB SITE: http://www.nctm.org WEB SITE: hI1p://www.nap.eclu/ rearlingroom/books/nses ZULUS And It'd' TO 5 T ~ ~ D =~ s;c,=1~}::~= MAT - i~
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was organized by the NAS 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 NAS and the NAE in providing services to the government, the public, and the scientific and engineering communities.
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