Chapter 2: History of US Science Education

1

• Chapter 2 History of US Science Education
• Objectives
• Examine brief history of US science education
• 2. Discuss intent of science education reform
• 3. Describe sample innovative curriculum materials

2

• History of Science Education in the US
• 1800-1910
• 1800-1860
• Mostly agricultural society
• Science education involved memorizing facts
• 1860-1880
• Pestalozzis Object Teaching emphasized
  concrete, student-centered instruction using
  experiment rather than lecture
• Kalamazoo Decision funded high schools with taxes
• Cities and industries grew requiring
  technologically educated workers
• 1890-1910
• Baileys Nature Movement emphasized study of
  plants, animals as a way to give city students an
  appreciation for nature
• College science teaching begins to influence high
  school curriculum
• Committee of Ten separates elementary and
  secondary science curriculum, decreasing
  influence of discipline specific college ed.
• 1910-1955
• 1. 6-3-3 grade organization becomes widespread

3

• Craigs elementary curriculum results in science
  content readers
• Traditional ordering of disciplines emerges
• 7-9 grades typically learn general science
• Biology, Chemistry, Physics taught in that
  sequence in high school
• General Education for all students more widely
  advocated
• Appreciation for science applications in society
  grows
• Technology advancements of WWII filter into
  public schools
• Chemistry and Physics make great advances
  (Manhattan Project)
• 1955-1970
• Economy and population growth
• Launch of Sputnik by USSR triggers major reforms
• Goal of more scientists and mathematicians so US
  can compete
• Many new curriculum project funded less spent
  training teachers
• Emphasis on inquiry learning and the nature of
  science
• Laboratory work increases
• 1970-1980
• 1. Dissatisfaction with Sputnik reforms

4

• US not producing the scientists expected
• Science education too discipline specific, too
  theoretical, too hard
• Teachers didnt buy into inquiry learning as
  expected
• Individualized curricula developed
• ISCS three level junior high program
• Activities and experiments emphasized
• Self-pace minicourses became the norm
• 1980-1990
• US Education perceived as falling behind (again)
  (Table 2.2)
• Yager, 1982 Synthesis of multiple studies in
  1970s
• Direct science beyond its discipline base
• Goals should focus on Personal Needs, Societal
  Needs, Academic Preparation, and Career Education
• Technological, Communication, Information
  Revolutions
• Literate populace implies technological as well
  as science concepts
• Science education must combine all this with
  societal issues

5

• 1990-2000
• Focus on education for all students
• Assessment and Accountability major focus
• Learned societies publish standards
• Benchmarks for Science Literacy (AAAS, 1993)
• National Science Education Standards (NRC, 1996)
• Government bodies hold schools accountable
• State standards developed
• Public schools must go through accreditation
• National Education Standards
• The scientifically literate person
• Analyze technical information and make informed
  decisions
• Reason logically and think scientifically about
  everyday problems
• Curious about the world ask questions know how
  to find answers
• Describe, explain, and predict natural phenomena
• Evaluate science/society issues from an informed
  perspective
• Understand scientific inquiry and scientific
  knowledge

6

• Science Education Reforms Advocated
• Less emphasis on facts more on concepts and
  inquiry
• Less discipline specific more societal and
  historical development of science as an
  interdisciplinary enterprise
• Integration of knowledge and process
• Studying fewer concepts in more depth
• Implement Inquiry as an instructional strategy,
  not just a concept
• Investigations extended over a period of time
• Using evidence to revise explanations
• Public communication of student ideas and work
• Management of ideas and information rather than
  materials/equipment
• Defend conclusions after analyzing data
• TIMSS - Third International Mathematics and
  Science Study
• 1990s international study of student and teacher
  performance and practice (41 countries
  participating).
• USA 8th and 12th graders in the middle on Earth
  and Life Sciences, much lower in physics. Worse
  yet in Mathematics.
• Lots of factors No single vision for Math and
  Science teaching, too many topics taught, too
  broad and too shallow.

7

• Innovative Instructional Materials
• Scope, Sequence, and Coordination
• NSTA initiative to teach general science,
  biology, chemistry, earth/space, and physics each
  year 6-12
• Emphasizes interdisciplinary and less-is-more
  reform items
• B. Middle school level
• Great Explorations in Math and Science
• Modules on interdisciplinary topics
• Activity and engagement oriented
• Project WILD, WET, GLOBE
• Environment and Conservation focus of
  interdisciplinary topics
• Use interest of students in nature as focus
• Science Education for Public Understanding
• Focus on chemicals and the roles in society
• Provide background for students to analyze
  science/society issues
• Integrated Science
• Tries to meet Benchmarks while following Scope,
  Sequence ideas
• Heavily supported by videos, internet, teacher
  training, etc
• Hands-on observations of familiar phenomena

8

• High school level
• BSCS Biology A Human Approach
• Emphasizes biology from a human perspective
• Distinguishing characteristics of humans
• Human place in biosphere science/society issues
• Biology A Community Context
• Ecology, evolution, and genetics are major focus
• Inquiry-based activities
• Science Conference activities require
  cooperation, collaboration
• Chemistry in the Community (ChemCom)
• a. American Chemical Society course emphasizing
  chemistry/society
• Problem solving relevant to students everyday
  lives
• Problem, laboratory, discussion, decision-making
  approach
• Conceptual Physics
• Tries to overcome fear of math-based physics
• Uses concepts and language rather than equations

9

• Standards On-Line
• A. Benchmarks for Science Literacy
• http//www.project2061.org/tools/benchol/bolintr
  o.htm
• B. National Science Education Standards
• http//www.nap.edu/readingroom/books/nses/html/
• C. Connecticut State Department of Education
  Science Standards
• http//www.state.ct.us/sde/dtl/curriculum/currsci.
  htm
• Click (Word Document, PowerPoint or PDF) under
  Connecticut Curricular Frameworks.