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National Science Education Standards

National Science Education Standards. Background. Working group composed of reps from AAPT, NSTA, ACS, CSSS, AAAS, NABT, and ESEC. Work reviewed by 40,000 science educators. Published by the NRC in December, 1995. CONTENT LIST. Chapter 1: Introduction Chapter 2: Principles and Definitions

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National Science Education Standards

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  1. National Science Education Standards

  2. Background • Working group composed of reps from AAPT, NSTA, ACS, CSSS, AAAS, NABT, and ESEC. • Work reviewed by 40,000 science educators. • Published by the NRC in December, 1995.

  3. CONTENT LIST • Chapter 1: Introduction • Chapter 2: Principles and Definitions • Chapter 3: Science Teaching Standards • Chapter 4: Professional Development • Chapter 5: Assessment in Science Education • Chapter 6: Science Content Standards • Chapter 7: System Standards

  4. The Teaching Standards - I • Teachers of science (TOS) plan an inquiry-based science program for their students • TOS guide and facilitate learning. • TOS engage in ongoing assessment of their teaching and of student learning. • TOS design and manage learning environments that provide students with time, space, and the resources needed for learning science.

  5. The Teaching Standards - II • TOS develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. • TOS actively participate in the ongoing planning and development of the school science program.

  6. Professional Development Standards • Professional development (PD) requires learning science content through the perspectives and methods of inquiry. • PD requires integrating knowledge of science, learning, and pedagogy and applying that understanding to science teaching. • PD requires building an understanding and skills that allow students to engage in lifelong learning. • PD programs must be coherent and integrated.

  7. Assessment Standards • Assessments are consistent with the decisions they are intended to inform. • The technical quality of data collected is well matched to the consequences of the decisions and actions taken on the basis of its interpretation. • Assessment practices are fair. • Assessment includes both student achievement and opportunity to learn science. • The inferences made from assessments of student achievement and opportunity to learn are sound.

  8. Content Standards • unifying concepts and processes • science as inquiry • physical science • life science • earth and space science • science and technology • science in personal and social perspective • history and nature of science

  9. The Standards • define what students need to know and be able to do. • present criteria for judging teaching practice, program content, assessment, etc. • include all natural science and technology and notes their relationships with society. • make suggestions for professional practice and development. • propose a comprehensive view of science education.

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