112-163
Chapter 4
Science in the School Curriculum
Science in the School Curriculum
112
How to Read This Chapter
The chapter is divided into sections on the
science standards and curriculum, as well as
separate sections on elementary, middle and
high school science, and then a section on
science education in Australia, Chile, China,
Ghana, Japan, and Russia. You can focus on
each section separately depending on your
interests. You might, for example take a look
at a description of science education in a
country of your interest and compare it to
your knowledge of science education in the
U.S. There are several inquiry activities that
are designed to help you investigate various
curriculum projects and curricula at the
elementary, middle and high school level.
Complete one of the inquiries and then go
back and re-read the sections on your area of
expertise.
High
School
Science
Reform
Projects
Science in the School Curriculum
Exemplary
Curricula
Standards
Inquiry 4.2:
Curriculum
Materials
113
Invitations to Inquiry
•
•
•
•
•
•
•
•
•
What is meant by the term curriculum?
What should be the nature of the elementary, middle and high school science curriculum
as outlined by the National Science Education Standards?
What was the influence of school science curriculum reform projects of the 1960s and
how did they differ from the programs of the 1990s?
What are the characteristics of exemplary elementary, middle and high school science
programs?
What is the nature of the contemporary high school science curriculum?
What were the characteristics of the high school science curriculum reform projects of
the 20th Century and how have they influenced curriculum today?
What are the characteristics of exemplary high school science programs?
What are the science curriculum patterns in other nations?
How does the science curriculum of the United States compare with the science
curriculum in other nations?
Science in the School Curriculum
Chapter 4 Map
Chapter 4
Science in
the School
Curriculum
Elementary
Science
The
Standards
& Science
Curriculum
Influential
Projects
Exemplary
Curricula
Middle
School
Science
Standards
Influential
Projects
Middle
School
Movement
High
School
Science
Exemplary
Curricula
Standards
Inquiry 4.1:
Curriculum
Patterns
Reform
Projects
Science in
Other
Nations
Exemplary
Curricula
Standards
Inquiry 4.2:
Curriculum
Materials
Science in the School Curriculum
Gazette
Australia
Chile
Case
Studies
China
Ghana
Middle
School
Students
Japan
Russia
Using
Textbooks
Science Standards (NSES)
•
Educate students who:
–
–
–
–
Are able to experience the richness and
excitement of knowing about and
understanding the natural world;
Use appropriate scientific processes and
principles in making personal decisions;
Engage intelligently in public discourse
and debate about matters of scientific
and technological concern; and
Increase their economic productivity
through the use of the knowledge,
understanding, and skills of the
scientifically literate person in their
careers.
Science in the School Curriculum
Organization of 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 perspectives
• History and nature of
science
Science in the School Curriculum
Science as Inquiry Standards
Levels K-4
Levels 5-8
Levels 9-12
Abili ties necessary to do
Abili ties necessary to do
Abili ties necessary to do
scientific inqu iry
scientific inqu iry
scientific inqu iry
Understanding abou t
Understanding abou t
Understanding abou t
scientific inqu iry
scientific inqu iry
scientific inqu iry
Source: NSES
Science in the School Curriculum
Life Science Standards
Science & Technology Standards
Levels K-4
Levels 5-8
Levels 9-12
Levels K-4
Levels 5.8
Levels 9-12
Characteristics of o rganisms
Structure and fun ction in
The cell
Abili ties to dist inqu ish
Abili ties of techno logical
Abili ties of techno logical
Life cycles of organ isms
living systems
Molecular basis of h eredity
between n atural objects and
design
design
Organisms and
Reproduction and her edity
Biological evolution
objects made by hu mans
Understanding abou t
Understanding abou t
environments
Regulation and b ehavior
Interdependenc e of
Popul ation and e cosystems
organisms
Abili ties of techno logical
science and t echno logy
science and t echno logy
Diversity and adap tations of Matter, ene rgy, and
design
organisms
organization in living
Understanding abou t
systems
science and t echno logy
Behav ior or org anisms
Source: NSES
Science in the School Curriculum
116-119
Elementary Science
• Profile of science
teaching in an
elementary classroom
• Influential projects
• Standards
• Exemplary projects
Percentage of Elementary Classes
Taking Part in Various Activities
Science in the School Curriculum
Work in groups
Do hands-on
Follow instructions
Read nontext
Read text
Watch demo
Record data
Ans. Worksheet
Use math
Write log
Watch media
Take notes
Extended projects
Design invest.
Use computers
Field work
Field trip
Prepare report
Make presentation
Snapshot of Typical Activities in an Elementary
Science Class
Percentage of Elementary Classes
Taking Part in Various Activities
Source: Weiss, I.R. Report of the
2000 National Survey of Science
and Mathematics Education
Science in the School Curriculum
Work in groups
Do hands-on
Follow instructions
Read nontext
Read text
Watch demo
Record data
Ans. Worksheet
Use math
Write log
Watch media
Take notes
Extended projects
Design invest.
Use computers
Field work
Field trip
Prepare report
Make presentation
130-131
Inquiry 4.1 Science Curriculum
Patterns
• Explore the K-12
curriculum pattern of
district in your area.
Use the chart on the
next slide to organize
your material.
• Use the procedures in
Inquiry Activity 4.1 to
complete your
research.
• Minds-on Strategies
• How do patterns of
curriculum compare
within a district, and from
one to another?
• To what extent is the
“layer cake model”
implemented in the
districts?
• How are the standards
represented?
Science in the School Curriculum
130-131
Inquiry 4.1: Science Curriculum
Patterns
Level
Goals
Courses
Elementary
Middle
School
High
School
Science in the School Curriculum
Text
materials
124, 128
Activities Used in Middle and High School Science
What activities do you think middle school science and high school science teachers use
while teaching? Identify the five most frequently used activities, and the five least used
activities from the lists below. Check your results by consulting the next slide.
•
Middle School
–
Work in groups
–
Do hands-on/lab activities
–
Follow instructions in activity
–
Read non-text material
–
Read from science text
–
Watch science demo
–
Record, represent data
–
Answer text questions
–
Use math as a tool in problem solving
–
Write reflection in a journal
–
Watch audiovisual presentations
–
Listen and take notes during teach presentation
–
Work on extended science project
–
Design own investigation
–
Use computers as a tool (data analysis)
–
Participate in field work
–
Take field trips
–
Prepare written science reports
–
Make formal presentation to the class
•
High School
–
Work in groups
–
Do hands-on/lab activities
–
Follow instructions in activity
–
Read non-text material
–
Read from science text
–
Watch science demo
–
Record, represent data
–
Answer text questions
–
Use math as a tool in problem solving
–
Write reflection in a journal
–
Watch audiovisual presentations
–
Listen and take notes during teach presentation
–
Work on extended science project
–
Design own investigation
–
Use computers as a tool (data analysis)
–
Participate in field work
–
Take field trips
–
Prepare written science reports
–
Make formal presentation to the class
The lists are from Weiss, I. R. Report on the 2000 National Survey of Science and Mathematics Education, p. 63
Science in the School Curriculum
Science Activities Reported by Teachers that
Students Take Part in at Least Once a Week
Activity
Middle School Activities
% of teachers reporting
High School Activities
% of teachers reporting
Work in groups
Do hands-on/lab activities
Follow instructions in activity
Read non-text material
Read from science text
Watch science demo
Record, represent data
Answer text questions
Use math as a tool in problem solving
Write reflection in a journal
Watch audiovisual presentations
Listen and take notes during teach presentation
Work on extended science project
Design own investigation
Use computers as a tool (data analysis)
Participate in field work
Take field trips
Prepare written science reports
Make formal presentation to the class
80
65
70
32
46
42
51
56
36
32
19
54
7
13
11
7
3
16
9
80
71
71
20
28
43
54
72
52
15
21
86
7
9
16
4
2
24
6
Science in the School Curriculum
125-140
Exemplary Middle and High
School Science Materials
• Middle School, pp. 125126
– Middle School Science and
Technology
– Geology Is
– Investigating Earth Systems
– Wildlife Inquiry Through
Zoo Education
– Sci-Math
– Informal Science Study
• High School, pp. 134140
– Biology: A Community
Context
– Insights in Biology
– Active Chemistry
– Active Physics
– Conceptual Physics
Using the material in the text, select one curriculum package, and determine the goals, curriculum, and the
context in which the teaching materials are used. You might also consult the EDC curriculum center at
http://www2.edc.org/cse/work/k12dissem/materials.asp.
Science in the School Curriculum
136-137
Inquiry 4.2: Exploring Science
Curriculum Materials
• Using the curriculum
evaluation chart on p. 137,
assess two science text
books.
• To what extent are the
Standards met in the
curriculum?
• Is the science-as-inquiry
theme evident in the
curriculum materials?
Science in the School Curriculum
140-154
Science Curriculum: A Global
Perspective
•
•
The science education community extends beyond
the boarders of any country and is an active force
throughout the world. We live on a planet that some
describe as a global community. Computers,
satellites, FAX machines, telephones and television
bring educators together from countries as far apart
as Australia and the Russia. What is the education of
students in other countries about? When do students
begin studying science in other nations? What is the
nature of the science curriculum in other countries?
I asked colleagues from other countries to write brief
descriptions describing the curriculum and teaching
issues in Australia, Chile, China, Ghana, Japan and
Russia. As science educators, we are members of a
community of practice that is worldwide. What the
issues in other countries, and how do these help
inform us about our own issues? The authors of
these international pieces have based their writing on
personal experiences with the culture. In most cases
the authors were born, educated and taught in the
country they described.
Science in the School Curriculum
140-155
Science in…
•
•
•
•
•
•
Australia
Chile
China
Ghana
Japan
Russia
Science in the School Curriculum
140-155
Global Science Education
Activities
•
•
•
What are the science education programs like
in some other countries, in addition to the
ones described here? You might want to
investigate science education in Mexico,
France, Great Britain, Hungary, or the
Philippines. Prepare a brief report by
creating a poster report for the country you
choose.
What are some of the differences and
similarities between U.S. science education
and science education in Australia, Chile,
China, Ghana, Japan and, Russia? Make a
chart identifying the variables that you will
use to make comparisons, how each country
fared on the variable.
Find websites to help you learn more about
science education in any of the countries
described in the Art of Teaching Science.
Science in the School Curriculum