Current Issues in Education and Science Education In thinking about science education curriculum iss

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Current Issues in Education and Science
EducationIn thinking about science education
curriculum issues, it is helpful to ask yourself
questions such as . . . .
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What are the main reasons our schools are not
being successful?
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What changes in our schools do you think would
result in the biggest payoff in terms of better
preparing our graduates for the future?
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Discussion Questions Be ready to report back . .
. .

• Reasons for schools NOT being successful.
• School changes resulting in the biggest payoffs
  for students.

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Articles that spark our thinking about science
education issues . . .
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Results Now How We Can Achieve Unprecedented
Improvements in Teaching and Learning
by Mike Schmoker

• ASCD Publication, 2006

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A sobering recent study based on 1,500 classroom
observations points out some classroom trends.
(Learning 24/7, 2005).

• Classrooms in which there was evidence of a clear
  learning objective 4
• Classrooms in which student-centered teaching
  strategies were being used 0.2
• Classrooms in which there was evidence of
  higher-order thinking 3
• Classrooms in which students were either writing
  or using rubrics 0

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Classroom observations continued

• Classrooms in which fewer than one-half of
  students were paying attention 85
• Classrooms in which students were using
  worksheets (a bad sign) 52
• Classrooms in which non-instructional activities
  were occurring 35
• Such statistics point to how even fairly
  obvious actions could have an immediate and
  enormous impact on students and their levels of
  learning.

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• What are the barriers to change for each of
  these issues?

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Barriers to Change

• Barrier 1 Science Textbooks
• Science textbooks play a crucial role in
  science education. Its estimated that between
  90-95 of teachers surveyed use textbooks 90 of
  the time as their major curriculum materials.

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Barrier 2 Pressure to prepare for college

• The goal of academic preparation continues to
  dominate science education.

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Barriers Identified by Science Teachers

• NSTA asked science teachers if they thought
  the Standards would improve the way science is
  taught in their classrooms,
• 80 percent of the teachers who answered the
  question said yes.
• Seventy-five percent also believed that the
  Standards would improve the way science is taught
  in their schools.

• NSTA administered in January, 1996 to 5000
  randomly selected NSTA members. The surveys
  return rate was more than 38 percent (1,900
  returned). Eighty-seven percent of these
  respondents were teachers.

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The three top barriers cited overwhelmingly by
the respondents were the need for

• adequate time for planning and working with other
  teachers
• financial support for relevant professional
  development
• science materials, resources, and facilities

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• Classroom teachers are the key decision
  makers in terms of course content, textbook
  selection, instructional strategies, teaching
  style, selection of texts, etc. Because of this,
  they are the real determiners of the goals of
  science education.

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Science Education Issues can Typically be
Separated into Three Areas

• INSTRUCTION How should we teach?
• CURRICULUM What should we teach?
• ASSESSMENT How should we measure student
  learning?

Reform will require change in these three areas
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Sample Science Education Issues

• Assessment reform trends
• Critical Issue Multiple Dimensions of
  Assessment That Support Student Progress in
  Science and Mathematics http//www.ncrel.org/sdrs/
  areas/issues/content/cntareas/science/sc700.htm
• The role of technology in education
• Critical Issue Technology A Catalyst for
  Teaching and Learning in the Classroom
  http//www.ncrel.org/sdrs/areas/issues/methods/tec
  hnlgy/te600.htm
• Are standardized tests appropriate to measure
  achievement in science?

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Additional issues listed on following pages
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• What does the reformed high school look like?
  (relate to science education)
• Should science be basic for elementary school?
• Performance Assessments
• New alternative to the standardized new York
  Regents Exams. Go to Performanceassessment.org
  to see what the consortium school are doing as an
  alternative to the NY Regents exams.

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• Should a few topics be covered in depth or should
  many topics be surveyed?
• Should environmental awareness be required as
  part of science?
• Should the history of science be required in
  science courses?

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• Textbooks vs. no textbooks for elementary
  science? For middle school science?
• To what degree should we use cooperative groups?
  Is too much possible?

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• What is meant by assessment for learning?
• How can we ensure all teachers are teaching for
  learner differences?
• What is meant by teaching for understanding?

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Assignment 2 Current Issues or Topics in
Science Curricula
Select a current issue or topic in science
curriculum. This may center around a journal
article or educational report. A list of current
issues and topics will be generated in class and
some potential pieces will be provided. Prepare
and deliver a powerpoint presentation and lead a
class discussion about the topic/issue. Your
presentation should be 10-15 minutes in length
and be followed by a discussion. If an issue is
involved, explain the various sides of the issue
and give arguments for your position which are
based on research, NSTA (or other authoritative)
support, and/or examples. Additional detail is
contained in the scoring rubric. 20 points . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
Due date dependent on presentation date.