What do you give to a new science teachers to introduce her/him to the National Science Education Standards? Probably not a copy of the Standards document itself -- a new teacher would probably feel even more overwhelmed trying to digest it in addition to all her/his new responsibilities. It is hoped that the Clearinghouse's coverage of the Standards has provided palatable information for many in the education community, but even that has been spread among several issues. What is needed is a single short document to introduce new science teachers to the Standards, and a new NSTA Position Statement in the making promises to fill the bill. NSTA prepares statement supporting Standards
Under the leadership of Norman Lederman of Oregon State University, a committee has drafted a version of "The National Science Education Standards: A Vision for the Improvement of Science Teaching and Learning" and published it in the October/November 1997 issue of NSTA Reports! Following upon its title, the statement observes that "The National Science Education Standards are not a 'national curriculum' nor a prescription to be followed by all schools and school districts regardless of local concerns and needs. . . . Rather, they provide a framework by which states, local school boards, administrators, teachers, and citizens can make decisions about how well their educational system supports, and is progressing toward, a scientifically literate society."
"The goal is scientific literacy," the statement states, and "the Standards present a view of a scientifically literate populace." But "the Standards should not be viewed as rigid prescriptions and guidelines." Like the "values and goals of educational systems," they "are dynamic and will change in response to our society's needs. However," the statement continues, "a shared vision must exist if we are to mobilize all aspects of our educational systems and produce coherent efforts toward a common end."
NSTA's support of the National Science Education Standards is encapsulated in eight assertions related to their "vision for the improvement of science teaching and learning":
1. Teachers, regardless of grade level, should promote inquiry-based instruction and provide classroom environments and experiences that facilitate students' learning of science.2. Professional development activities should involve teachers in the learning of science and pedagogy through inquiry, and integrate knowledge of science, learning, and pedagogy.
3. Teachers should continually assess their own teaching and student learning.
4. Assessment practices should be varied and focus on both achievement and opportunity to learn; be consistent with the decisions they are designed to inform; result in sound and fair decisions and inferences.
5. Subject matter stress should be on in-depth understandings of unifying concepts, principles, and themes, with less emphasis placed upon lower-level understandings of numerous facts.
6. Inquiry should be viewed as an instructional outcome (knowing and doing) for students to achieve in addition to its use as a pedagogical approach.
7. Science programs should provide equitable opportunities for all students and should be developmentally appropriate, interesting and relevant to students, inquiry-oriented, and coordinated with other subject matters and curricula.
8. Science programs should be viewed as an integral part of a larger educational system which should have policies that are consistent with, and support, all standards areas and are coordinated across all relevant agencies, institutions, and organizations.
The statement also observes that "The Standards are not limited to the specification of what students need to know and be able to do. Rather, they address the educational system as a whole and require that all aspects of the educational system change." To this end, the statement enumerates the types of standards included in The National Science Education Standards. It closes by observing that NSTA's support for the Standards has been proactive -- through the "Building a Presence for Science" program (page 22, Fall 1997 issue) and publication of the Pathways to the Science Standards series (p. 1, Spring 1996 issue).
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The TEACHERS CLEARINGHOUSE FOR SCIENCE AND SOCIETY EDUCATION