National Science Education Standards Issued

“Implementing the [Standards] is a large and significant process that will extend over many years.... Change will occur locally, and differences in individuals, schools, and communities will produce different pathways to reform.... Nevertheless, with the common vision of the Standards, we can expect deliberate movement over time, leading to reform that is pervasive and permanent.” -- National Science Education Standards

After a year of public review and comment, the National Research Council (NRC) has issued the final version of the National Science Education Standards. (See FYIs #170 and 171 of 1994 for information on the earlier draft version.) The effort to improve the nation’s science teaching was begun in 1991, and received funding from the Department of Education, the National Science Foundation, NASA, and the National Institutes of Health. Under NRC coordination, input was sought from educators, school administrators, school board members, parents, business leaders, curriculum developers, publishers, scientists and engineers, and public officials.

Presented in a 262-page volume, the standards are voluntary, and are intended to bring coordination and coherence to efforts to improve science education and teacher training. The NRC stresses repeatedly that the standards do not specify a science curriculum; instead, they embody guidelines and criteria for judging progress toward a national vision of better science education. The standards begin with the premise that “scientific literacy has become a necessity for everyone” as the nation prepares to enter the 21st century. They emphasize both excellence and equity - making sure students have the opportunity to learn science - by also focusing on teacher preparation and adequacy of classroom time, space, and resources. The NRC warns, however, that implementing the standards will be costly, time-consuming, and “require major changes in much of this country’s science education.”

The largest section of the document focuses on Science Content Standards. These guidelines specify what students should know, understand, and be able to do at various grade levels. The document breaks science content down into eight categories: unifying concepts and processes; science as inquiry; physical science; life science; earth and space science; science and technology; science in personal and social perspectives; and history and nature of science.

For each of these eight categories, guidelines are provided for students in grades K-4, 5-8, and 9-12, as well as examples of appropriate detail for children at each age level and suggestions for teaching. For example, in physical science, children in K-4 are expected to develop understanding of properties of objects and materials; position and motion of objects; and light, heat, electricity, and magnetism. Students in grades 5-8 should have an understanding of properties and changes of properties in matter; motions and forces; and transfer of energy. In grades 9-12, students should understand the structure of atoms; the structure and properties of matter; chemical reactions; motions and forces; conservation of energy and increase in disorder; and interactions of energy and matter.

In earth and space science, K-4 students should gain an understanding of properties of earth materials; objects in the sky; and changes in the earth and sky. Those in grades 5-8 should develop understanding of the structure of the earth system; the earth’s history; and the earth in the solar system. In grades 9-12, understanding should be achieved in the following areas: energy in the earth system; geochemical cycles; origin and evolution of the earth; and origin and evolution of the universe.

In addition to science content, standards are also designated for science teaching; professional development of teachers; assessment of teachers, students and programs; science education programs; and entire science education systems. For science teaching, the standards call for teachers to guide and encourage student inquiry and discussion, recognize student diversity, and participate in developing the curriculum and school science program. The professional development standards for teachers emphasize a coherent, integrated program of lifelong learning, knowledge of science and pedagogy, and collaborations among teachers. The standards assert that assessments must be based on sound inferences and valid data, must be consistent with the decisions they are supposed to inform, must consider opportunity to learn as well as student achievement, and must be fair for all students.

Science education program standards list criteria at the school and district levels that affect opportunities for students to learn and teachers to teach, consistency of science programs across grades, encouragement and support of teachers, and equitable student access to teachers, time, materials, equipment, space, and other resources. The education system standards require that at the school, local, state, and federal level, policies be coordinated, backed up by appropriate resources, sustained over sufficient time to provide the necessary continuity, and have the support of all individuals involved.

The National Science Education Standards are available from the National Academy Press for $19.95 plus shipping charges. Call the Academy Press at (202) 334-3313 or 1-800-624-6242 for more information. An overview of the standards is available on the World Wide Web at http://www.nas.edu , and the entire document will be for sale via the Web at a future date.