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...the elementary science curriculum programs of the 1960s included (1) If science is presented as scientists would do it, it will be interesting to all students; and (2) Any subject can be taught to any child at any stage of development. Project Synthesis was a discrepancy study of data collected from three earlier studies on the state of science education in the 1970s. The programs of the 1970s varied in student outcomes, learning/teaching styles, cost, format, and content The goal for science education for the 1980s was scientific and technological literacy (Staver & Bay, 1987). National Science Foundation funds were invested in developing new curriculum materials in the 1980s to reach this goal (Harms & Yager, 1981).
This article will focus on the answers found from a small sample of teachers representing multiple districts. What criteria are being used to select science curriculum materials? The first part provides a historical perspective of elementary science education, and the last part presents the results of where elementary science education was in the late 1990s. This discussion begins with the Project Synthesis, which was a discrepancy study of data collected on the state of science education in the 1970s. The rest of the article examines the literature from 1981 to 1999 and research conducted by the author. The author found that educators wanted to use the inquiry-based science curriculum materials recommended by the standards but were restricted by non-academic considerations such as funding.
Problem
Educators are in the process of creating a plan for combining state learning standards with local district goals, national standards, and the needs of the learner and community to create an effective curriculum. How can curriculum be selected to meet all of these needs? All of these issues must be synthesized into practice, so educators need the knowledge and skills set forth in the research and standards to be able to transfer knowledge and skills into practice.
Design
In 1999, a study was conducted by Sandall to evaluate a professional development program for teachers in Illinois. This professional development program would (1) introduce teachers to the Illinois Learning Standards and the National Science Education Standards, (2) identify school goals and needs and apply Illinois Learning Standards, National Science Education Standards, and local school goals in the curriculum selection process.
Objectives
Participants in the professional development program will be able to ...
* Describe the standards.
* Describe how the implementation of the standards would be shown in the classroom.
* Demonstrate the ability to use the standards to select science materials.
* Demonstrate the ability to use the standards to select curriculum.
* Select curriculum which meets the needs of the school and the standards.
* Compare standards with the school goals.
Purpose of the Study
To evaluate the components of a professional development design created for K-8 educators in Illinois who are in the process of selecting science curriculum materials.
Questions to Be Answered
* What criteria are being used to select science curriculum materials?
* What professional development materials would be most effective to develop the skills necessary for a critical selection of standards-based science curriculum materials?
* How can educators be encouraged to select or adapt existing standards-based science curricula?
* Do participants apply the process modeled in the professional development program to select science materials?
This article will focus upon the answers of a small sample of teachers representing multiple districts to the question, "What criteria are being used to select science curriculum materials?" The first part provides a historical perspective of elementary science education, and the last part presents the results of where elementary science education was in the late 1990s. This discussion begins with the Project Synthesis, which was a discrepancy study of data collected on the state of science education in the 1970s. The rest of the article examines the literature from 1981 to 1999 and research conducted by the author.
Historical Perspective
Curriculum moved from uniform programs in the 1960s based on two assumptions to a wide diversity of goals, philosophies, and types of materials in the 1970s. The two assumptions behind the elementary science curriculum programs of the 1960s included (1) If science is presented as scientists would do it, it will be interesting to all students; and (2) Any subject can be taught to any child at any stage of development. Project Synthesis was a discrepancy study of data collected from three earlier studies on the state of science education in the 1970s.
The programs of the 1970s varied in student outcomes, learning/teaching styles, cost, format, and content.
The Project Synthesis team identified four goal clusters:
* Goal Cluster 1: Academic Preparation
* Goal Cluster 2: Personal Needs
* Goal Cluster 3: Personal Needs
* Goal Cluster 4: Societal Issues (Harms & Yager, 1981)
The goal for science education for the 1980s was scientific and technological literacy (Staver & Bay, 1987). National Science Foundation funds were invested in developing new curriculum materials in the 1980s to reach this goal (Harms & Yager, 1981).
In the 1970s, elementary students typically had limited experiences in science. In many cases, it was taught at the end of the day, if there was time, by a teacher with little interest, experience, or training to teach science. Equipment available was limited and seldom used. The lessons came from a textbook and consisted of reading and memorizing facts that were in the book (Pratt, 1981).
In elementary science, student outcomes should be based on the knowledge of how students learn and their needs. Concepts should broadly sample all content areas, support all four Project Synthesis goal clusters, develop skills in the processes of science, and be interesting. Elementary science should encourage curiosity, build interest in the student's world and themselves, and provide opportunities to practice methods of science and communicate. Students should be actively involved in data collection and planning investigations. Information presented should be clearly articulated in a variety of ways. What is taught should be age appropriate and reflect how it was developed. Science programs should be interdisciplinary in nature (Pratt, 1981).
An examination of the actual state of elementary science revealed that textbooks and other published materials determined student outcomes (Pratt, 1981). Teachers, who were often not confident in science, selected the curriculum programs, and the majority of the teachers used textbooks. Pressure from the public, local educational climate, and desire for inquiry also affected how programs were selected. Principals believed science was important, but the three Rs had a higher priority. Socialization influenced what and how things were taught which led to an emphasis on extrinsic motivation, attention to directions, homework, and testing. Professional development is also affected by socialization. If...
NOTE: All illustrations and photos
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