1. Science in the School Curriculum Chapter 4 Science in the School Curriculum 112-163

2. Science in the School Curriculum How to Read This Chapter The chapter is divided into sections on the science standards and curriculum, as well as separate sections on elementary, middle and high school science, and then a section on science education in Australia, Chile, China, Ghana, Japan, and Russia. You can focus on each section separately depending on your interests. You might, for example take a look at a description of science education in a country of your interest and compare it to your knowledge of science education in the U.S. There are several inquiry activities that are designed to help you investigate various curriculum projects and curricula at the elementary, middle and high school level. Complete one of the inquiries and then go back and re-read the sections on your area of expertise. 112

3. Science in the School Curriculum Invitations to Inquiry What is meant by the term curriculum? What should be the nature of the elementary, middle and high school science curriculum as outlined by the National Science Education Standards? What was the influence of school science curriculum reform projects of the 1960s and how did they differ from the programs of the 1990s? What are the characteristics of exemplary elementary, middle and high school science programs? What is the nature of the contemporary high school science curriculum? What were the characteristics of the high school science curriculum reform projects of the 20 th Century and how have they influenced curriculum today? What are the characteristics of exemplary high school science programs? What are the science curriculum patterns in other nations? How does the science curriculum of the United States compare with the science curriculum in other nations? 113

4. Science in the School Curriculum Chapter 4 Map

5. Science in the School Curriculum Science Standards (NSES) Educate students who: –Are able to experience the richness and excitement of knowing about and understanding the natural world; –Use appropriate scientific processes and principles in making personal decisions; –Engage intelligently in public discourse and debate about matters of scientific and technological concern; and –Increase their economic productivity through the use of the knowledge, understanding, and skills of the scientifically literate person in their careers.

6. Science in the School Curriculum Organization of Content Standards Unifying concepts and processes Science as inquiry Physical science Life science Earth and space science Science and technology Science in personal and social perspectives History and nature of science

7. Science in the School Curriculum Science as Inquiry Standards Source: NSES

8. Science in the School Curriculum Life Science Standards Science & Technology Standards Source: NSES

9. Science in the School Curriculum Elementary Science Profile of science teaching in an elementary classroom Influential projects Standards Exemplary projects 116-119

10. Science in the School Curriculum Snapshot of Typical Activities in an Elementary Science Class Source: Weiss, I.R. Report of the 2000 National Survey of Science and Mathematics Education

11. Science in the School Curriculum Inquiry 4.1 Science Curriculum Patterns Explore the K-12 curriculum pattern of district in your area. Use the chart on the next slide to organize your material. Use the procedures in Inquiry Activity 4.1 to complete your research. Minds-on Strategies How do patterns of curriculum compare within a district, and from one to another? To what extent is the “layer cake model” implemented in the districts? How are the standards represented? 130-131

12. Science in the School Curriculum Inquiry 4.1: Science Curriculum Patterns LevelGoalsCoursesText materials Elementary Middle School High School 130-131

13. Science in the School Curriculum Activities Used in Middle and High School Science What activities do you think middle school science and high school science teachers use while teaching? Identify the five most frequently used activities, and the five least used activities from the lists below. Check your results by consulting the next slide. Middle School –Work in groups –Do hands-on/lab activities –Follow instructions in activity –Read non-text material –Read from science text –Watch science demo –Record, represent data –Answer text questions –Use math as a tool in problem solving –Write reflection in a journal –Watch audiovisual presentations –Listen and take notes during teach presentation –Work on extended science project –Design own investigation –Use computers as a tool (data analysis) –Participate in field work –Take field trips –Prepare written science reports –Make formal presentation to the class High School –Work in groups –Do hands-on/lab activities –Follow instructions in activity –Read non-text material –Read from science text –Watch science demo –Record, represent data –Answer text questions –Use math as a tool in problem solving –Write reflection in a journal –Watch audiovisual presentations –Listen and take notes during teach presentation –Work on extended science project –Design own investigation –Use computers as a tool (data analysis) –Participate in field work –Take field trips –Prepare written science reports –Make formal presentation to the class The lists are from Weiss, I. R. Report on the 2000 National Survey of Science and Mathematics Education, p. 63 124, 128

14. Science in the School Curriculum Science Activities Reported by Teachers that Students Take Part in at Least Once a Week ActivityMiddle School Activities % of teachers reporting High School Activities % of teachers reporting Work in groups Do hands-on/lab activities Follow instructions in activity Read non-text material Read from science text Watch science demo Record, represent data Answer text questions Use math as a tool in problem solving Write reflection in a journal Watch audiovisual presentations Listen and take notes during teach presentation Work on extended science project Design own investigation Use computers as a tool (data analysis) Participate in field work Take field trips Prepare written science reports Make formal presentation to the class 80 65 70 32 46 42 51 56 36 32 19 54 7 13 11 7 3 16 9 80 71 20 28 43 54 72 52 15 21 86 7 9 16 4 2 24 6

15. Science in the School Curriculum Exemplary Middle and High School Science Materials Middle School, pp. 125- 126 –Middle School Science and Technology –Geology Is –Investigating Earth Systems –Wildlife Inquiry Through Zoo Education –Sci-Math –Informal Science Study High School, pp. 134- 140 –Biology: A Community Context –Insights in Biology –Active Chemistry –Active Physics –Conceptual Physics Using the material in the text, select one curriculum package, and determine the goals, curriculum, and the context in which the teaching materials are used. You might also consult the EDC curriculum center at http://www2.edc.org/cse/work/k12dissem/materials.asphttp://www2.edc.org/cse/work/k12dissem/materials.asp. 125-140

16. Science in the School Curriculum Inquiry 4.2: Exploring Science Curriculum Materials Using the curriculum evaluation chart on p. 137, assess two science text books. To what extent are the Standards met in the curriculum? Is the science-as-inquiry theme evident in the curriculum materials? 136-137

17. Science in the School Curriculum Science Curriculum: A Global Perspective The science education community extends beyond the boarders of any country and is an active force throughout the world. We live on a planet that some describe as a global community. Computers, satellites, FAX machines, telephones and television bring educators together from countries as far apart as Australia and the Russia. What is the education of students in other countries about? When do students begin studying science in other nations? What is the nature of the science curriculum in other countries? I asked colleagues from other countries to write brief descriptions describing the curriculum and teaching issues in Australia, Chile, China, Ghana, Japan and Russia. As science educators, we are members of a community of practice that is worldwide. What the issues in other countries, and how do these help inform us about our own issues? The authors of these international pieces have based their writing on personal experiences with the culture. In most cases the authors were born, educated and taught in the country they described. 140-154

18. Science in the School Curriculum Science in… Australia Chile China Ghana Japan Russia 140-155

19. Science in the School Curriculum Global Science Education Activities What are the science education programs like in some other countries, in addition to the ones described here? You might want to investigate science education in Mexico, France, Great Britain, Hungary, or the Philippines. Prepare a brief report by creating a poster report for the country you choose. What are some of the differences and similarities between U.S. science education and science education in Australia, Chile, China, Ghana, Japan and, Russia? Make a chart identifying the variables that you will use to make comparisons, how each country fared on the variable. Find websites to help you learn more about science education in any of the countries described in the Art of Teaching Science. 140-155