STANDARDS FOR SCIENCE EDUCATION: LIMITS AND POSSIBILITIES A Presentation for the 40th Anniversary of the Science Teaching Department at the Weizmann Institute of Science Rodger W. Bybee Rehovot, Israel 2-3 July 2008

Elmore and McLaughlin, 1988, p. V Reforms that deal with the fundamental stuff of education—teaching and learning—seem to have weak, transitory, and ephemeral effects; while those that expand, solidify, and entrench school bureaucracy seem to have strong, enduring, and concrete effects. Elmore and McLaughlin, 1988, p. V

Table 1. A Framework for Understanding the Role of Standards in Science Education Purpose Purpose includes aims, goals, and a rationale. Statements of purpose are universal and abstract applying to all concerned with reforming science education. Achieving scientific literacy is an example of a purpose statement. Policy Policy statements are concrete translations of the purpose and apply to subsystems, such as disciplines, teacher education, and grade levels within science education. National standards serve as an example of policy. Program Programs are the actual materials, textbooks, assessments, and equipment that are based on policies and developed to achieve the stated purpose. Programs are unique to age or grade levels, disciplines, and types of science education. Curriculum materials for elementary school science and technology, a teacher education program, and a program for high school biology are examples of this dimension. Practice Practice centers on the specific actions of science educators. Practice is the most unique and fundamental dimension, and it is based on the educator’s understanding of the purpose, objectives, curriculum, school, students, and his or her strengths as a teacher. The unique actions of the teacher in the classroom are examples of practice.

Table 2. Basic Features of the National Science Education Standards Define Science Literacy Principles and Definitions (Chapter 2) Content Standards (Chapter 6) Provide Guidance for Teachers and Other Science Educators Teaching Standards (Chapter 3) Assessment Standards (Chapter 5) Professional Development Standards (Chapter 4) Clarify the Responsibilities of Policy Makers and the Educational Community Program Standards (Chapter 7) System Standards (Chapter 8)

Table 3. Guiding Principles for the National Science Education Standards National Science Education Standards are based on seven principles: 1. All students, regardless of gender, cultural or ethnic background, physical or learning disabilities, aspirations or interest and motivation in science, should have the opportunity to attain higher levels of scientific literacy than they do currently. 2. All students will learn all science in the content standards. 3. All students will develop science knowledge as defined in the content standards and an understanding of science that enables them to use their knowledge as it relates to scientific, personal, social, and historical perspectives. 4. Learning science is an active process. 5. For all students to understand more science, less emphasis must be given to some science contact, and more resources—such as time, personnel, and materials—must be devoted to science education. 6. School science must reflect the intellectual tradition that characterizes the practice of contemporary science. 7. Improving science education is part of systemic education reform.

The content standards expand the traditional view of subject matter in ways that address fundamental goals of education: Students should know and be able to do what is central to science (standards on: physical, life, and Earth sciences, inquiry); Students should use their minds well within the study of science (standards on: inquiry and technology); and Students should be prepared for responsible citizenship and apply knowledge and skills to a variety of personal and social problems (standards on: technology, personal and social perspectives, history and nature of science).

People who understand the standards would develop instructional materials and textbooks and that understanding would be reflected both in the content they include and the nature of the tasks they use to develop student knowledge of that content. Textbook adoption processes would be carried out by selection committees knowledgeable about standards-based materials. Textbook adoption criteria would be based on features congruent with the standards, such as inquiry-based learning, an emphasis on problem solving, and an emphasis on conceptual understanding as well as skill development. Teachers would have appropriate resources for teaching standards-based curricula including laboratory equipment and supplies, and support for learning to use them effectively. (NRC, 2002)

National Standards for Science Education Some Limitations

National Standards for Science Education Some Possibilities

Reflections on 40 Years of Science Education