In many U.S
States, K-12 educators must adhere to
rigid standards or frameworks of what content is to be
taught to which age groups.
Unfortunately, this often leads
teachers to rush to “cover” the materials, without truly “teaching’ it.
In addition, the
process of science education,,
including such elements as the scientific method and critical thinking, is often overlooked . this emphasis can produce students who
pass standardized tests without
having development complex problem solving skills. Although at the college level American
science education tends to be less regulated, it is actually more
rigorous, with teachers and
professors fitting more content into the same time period.
professors fitting more content into the same time period.
In 1996,
the U.S national academy of sciences of the U.S
national academies produced the national science education standards,
which is available online for free in
multiple forms. Its focus on inquiry
–based science, based on the theory of constructivism rather than on direct instruction
of facts and methods, remains controversial. Some research suggest that it is more
effective as a model for teaching science.
“The standards call for more than ‘science as process’ in which students learns such
skills as observing, inferring, and experimenting. Inquiry is central to
science learning.
When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills.
When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills.
The state of Alabama has particularly embraced the implementations of inquiry-based science instruction through the development of its science in motion program. “the Alabama science in motion (ASIM) program is a visionary educational program established in 1994 by the Alabama legislature. Learning science requires an understanding of the scientific method, which is acquired through ‘hand-on’ minds –on’ laboratory activity. Equipment, knowledge of the discipline, preparation time, and motivation are essential elements of an effective laboratory program. ASIM is a network of resources designed to provide the equipment, discipline training, ad preparation support needed to run an effective secondary science laboratory program. ASIM also incorporates a strong teacher training component.
As a result of these opportunities, Alabama students should be better prepared for postsecondary education or entry into the work force” other approaches include standards-based assessments such as Washington assessment of student learning, which emphasize devising experiments at early grades at a level traditionally not cover until college (traditionally, students conducted rather than designed experiments), based on mock data with very little testing of factual knowledge. Their eight categories of national science education standards reflect a new emphasis on the themes of constructivist approaches, diversity, and social justice common throughout the education reform movement.
In recent years, business leaders such as Microsoft chairman bill gates have called for more emphasis on science education, saying the united states risks losing its economic edge. To this end, tapping America’s potential is an organization aimed at getting more students to graduate with science, technology, engineering and mathematics degrees. Public opinion surveys, however, indicate most U.S parents are complacent about science education and that their level of concern has actually declined in recent years.
Furthermore, in the recent national curriculum survey
conducted by ACT, researchers
uncovered a possible disconnect
among science educators. “both
middle school/junior high
school teachers and postsecondary science instructors rate(s) process/inquiry skills as more important than advanced science content topics; high school teachers
rate them in exactly the
opposite order. “ perhaps more communication among educators at the different grade levels in necessary to
ensure common goal s
for students.
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