1. National Science Education Standards

2. Outline what students need to know, understand, and be able to do to be scientifically literate at different grade levels Outline what students need to know, understand, and be able to do to be scientifically literate at different grade levels Science standards for all students – age, gender, cultural or ethnic background, disabilities, interest and motivation in science Science standards for all students – age, gender, cultural or ethnic background, disabilities, interest and motivation in science Different students will achieve understanding in different ways, and different students will achieve different degrees of depth and breadth of understanding Different students will achieve understanding in different ways, and different students will achieve different degrees of depth and breadth of understanding

3. Emphasis on Excellence and Equity Standards also highlight the need to give students: Standards also highlight the need to give students: Opportunity to learn science Opportunity to learn science Access to skilled professional teachers Access to skilled professional teachers Adequate classroom time Adequate classroom time Learning materials Learning materials Accommodating work spaces Accommodating work spaces Community resources Community resources

4. Science Education An active process An active process Something students do,not something that is done to them Something students do,not something that is done to them Hands-on activities – not enough Hands-on activities – not enough Hands-on, Minds-on Hands-on, Minds-on

5. Standards More than just process – (observing, inferring, and experimenting) More than just process – (observing, inferring, and experimenting) Inquiry is central to science learning Inquiry is central to science learning

6. Inquiry Students: Students: Describe objects and events Describe objects and events Ask questions Ask questions Construct explanations Construct explanations Test explanations against current science knowledge Test explanations against current science knowledge

7. Inquiry cont. Communicate ideas to others Communicate ideas to others Identify assumptions Identify assumptions Use critical and logical thinking Use critical and logical thinking Consider alternative explanations Consider alternative explanations In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills

8. What the Standards Do Not Imply That all teachers should pursue a single approach to teaching science That all teachers should pursue a single approach to teaching science That standards require a specific curriculum That standards require a specific curriculum

9. What the Standards Do Provide criteria that people at the local, state, and national levels can use to judge whether particular actions will serve the vision of a scientifically literate society. Provide criteria that people at the local, state, and national levels can use to judge whether particular actions will serve the vision of a scientifically literate society. Provide coordination, consistency, and coherence to the improvement of science education. Provide coordination, consistency, and coherence to the improvement of science education.

10. Science Teaching Standards Based on the following premises: Based on the following premises: The vision of science education described by the standards requires changes throughout the entire system. The vision of science education described by the standards requires changes throughout the entire system. What students learn is greatly influenced by how they are taught What students learn is greatly influenced by how they are taught The actions of teachers are deeply influenced by their perceptions of science as an enterprise and as a subject to be taught and learned. The actions of teachers are deeply influenced by their perceptions of science as an enterprise and as a subject to be taught and learned.

11. Science Teaching Standards Student understanding is actively constructed through individual and social processes. Student understanding is actively constructed through individual and social processes. Actions of teachers are deeply influenced by their understanding of and relationships with students. Actions of teachers are deeply influenced by their understanding of and relationships with students.

12. Changing Emphases –Science Teaching Less Emphasis on: Less Emphasis on: Treating all students alike and responding to the group as a whole Treating all students alike and responding to the group as a whole Rigidly following curriculum Rigidly following curriculum Focusing on students acquisition of information Focusing on students acquisition of information Understanding and responding to individual student’s interests, strengths, experiences, and needs Selecting and adapting curriculum Focusing on student understanding and use of scientific knowledge, ideas, and inquiry process

13. Changing Emphases cont. Presenting scientific knowledge through lecture, text, and demonstration Presenting scientific knowledge through lecture, text, and demonstration Asking for recitation of acquired knowledge Asking for recitation of acquired knowledge Testing students for factual information at the end of the unit or chapter Testing students for factual information at the end of the unit or chapter Guiding students in active and extended scientific knowledge, ideas, and inquiry processes Providing opportunities for scientific discussion and debate among students Continuously assessing student understanding

14. Categories of Content Standards Unifying concepts and processes in science Unifying concepts and processes in science Science as inquiry Science as inquiry Physical science Physical science Life science Life science Earth and space science Earth and space science Science and technology Science and technology Science in personal and social perspectives Science in personal and social perspectives History and nature of science History and nature of science

15. Content Standards Less emphasis on Less emphasis on Knowing scientific facts and information Knowing scientific facts and information Studying subject matter discipline for their own sake Studying subject matter discipline for their own sake Separating science knowledge and science process Separating science knowledge and science process More emphasis on Understanding scientific concepts and developing abilities of inquiry Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives and history and nature of science Integrating all aspects of science content

16. Content Standards Covering many science topics Covering many science topics Implementing inquiry as a set of processes Implementing inquiry as a set of processes Studying a few fundamental science content Implementing inquiry as instructional strategies, abilities, and ideas to be learned

17. Changing Emphases to Promote Inquiry Less emphasis on: Less emphasis on: Activities that demonstrate and verify science content Activities that demonstrate and verify science content Investigations confined to one class period Investigations confined to one class period Process skills out of context Process skills out of context Emphasis on individual process skills such as observation or inference Emphasis on individual process skills such as observation or inference More emphasis on Activities that investigate and analyze science questions Investigations over extended periods of time Process skills in context Using multiple process skills – manipulation, cognitive, procedural

18. Inquiry cont. Getting an answer Getting an answer Science as exploration and experiment Science as exploration and experiment Providing answers to questions about science content Providing answers to questions about science content Individuals and groups of students analyzing and synthesizing data without defending a conclusion Individuals and groups of students analyzing and synthesizing data without defending a conclusion Using evidence and strategies for developing or revising an explanation Science as argument and explanation Communicating science explanations Groups of students often analyzing and synthesizing data after defending conclusions