ED391690 SE057771
Title: National Science Education Standards.
Author Affiliation: National Academy of Sciences - National Research
Council, Washington, DC.(FGK56081)
Pages: 274
Publication Date: 1996
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@National
Aeronautics and Space Administration, Washington, DC. (FGK56097)@National
Science Foundation, Washington, DC. (FGK57295)@National Institutes
of Health (DHEW), Bethesda, MD. (LYR56983)
ISBN: 0-309-05326-9
Available from: EDRS Price MF01 Plus Postage. PC Not Available from
EDRS.
Availability: National Academy Press, 2101 Constitution Avenue, N.W.,
Box 285, Washington, DC 20055.
Language: English
Document Type: Reference materials (130)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUN1996
The National
Science Education Standards present a vision of a scientifically
literate populace. The standards outline what students need to know,
understand, and be able to do to be scientifically literate at different
grade levels. They describe an educational system in which all students
demonstrate high levels of performance, teachers are empowered to
make the decisions essential for effective learning, interlocking
communities of teachers and students are focused on learning science,
and supportive educational programs and systems nurture achievement.
After an introductory chapter and a chapter that outlines the overarching
principles that underlie the vision of scientific literacy for all
students, the National Science Education Standards are presented
in six chapters. The standards for science teaching presented in
Chapter 3 focus on what teachers know and do. Chapter 4, "Standards
for Professional Development for Teachers of Science", focuses
on how teachers develop professional knowledge and skill. The standards
in Chapters 3 and 4 present a broad and deep view of science teaching
that is based on the conviction that scientific inquiry is at the
heart of science and science learning. The science education assessment
standards are presented in Chapter 5 as criteria for judging the
quality of assessment practices and apply equally to classroom-based
and externally designed assessments and to formative and summative
assessments. The content standards, organized by K-4, 5-8, and 9-12
grade levels, are found in Chapter 6. These standards provide expectations
for the development of student understanding and ability over the
course of K-12 education. Content is defined to include inquiry;
the traditional subject areas of physical, life, and earth and space
sciences; connections between science and technology; science in
personal and social perspectives; and the history and nature of
science. Chapter 7 contains the program standards which provide
criteria for judging the quality of school and district science
programs. The system standards in Chapter 8 consist of criteria
for judging the performance of components of the science education
system beyond the school and district: the people and entities,
including education professionals and the broader community that
supports the schools. Throughout the Standards, examples have been
supplied that are based on actual practice and include a brief description
of some of its features and a list of the standards that might be
highlighted by the example. (JRH)
Descriptors: Educational Change; Elementary Secondary Education;
*Evaluation; National Curriculum; *Professional Development; Science
Education; *Scientific Literacy
Identifiers: *National Science Education Standards; *Reform Efforts
