The synthesis of theory and practice
In the beginning
* The history of science in the school curriculum is a reflection of economic and political events in our society.
* Most of the goals of science teaching have remained constant over the years:
intellectual: thinking/reasoning
personal: appreciation/understanding
practical: to do our work and be intelligent citizens
futuristic: innovation/creativity
Science versus Classical Studies
* The contributions of science study to mental discipline
Edward Livingston Youmans
* The utility of science study
Thomas Huxley
Herbert Spencer
* Proficiency in scientific reasoning would free individuals from the dominance of authoritarian teaching and empower them to derive truth independently
The 1800s: The role of the Academy
* European Educators
Johann Pestalozzi
» observing and experimenting using all senses
Johann Herbart
» Theory of Interest
» Theory of concept formation
» Organization of the curriculum
Charles Eliot (Harvard)
*need for science
*quality of science education
*contributions of science study to meeting the goals of education
J.M.Rice
Turn of the Century
* The Committee of Ten
National Education assoc.- 1892
* Committee on College Entrance Requirements
* Continuing emergence of laboratory approach
* Movement away from memory culture and toward inquiry
Early 1900s-Reorganization of Science Education
* Commission on the Reorganization of Secondary Education
-science education should be related to the real world education of students
* The Committee on Science
*Concurrent development of standardized tests
*based on factual knowledge; opposite the trends of inquiry and discovery and the application of science knowledge
The Progressive era: 1917-1957
* Much of the writings in science education argued against traditional methods and content in favor of content that had greater social relevance and methods that would give students the tools to solve problems in their everyday worlds.
* Coherence and unity of subject matter
Problems by 1940
* Excessive college influence on high school curriculum
* appropriate use of the laboratory
* standardized tests
* how do we determine the goals of science education?
* focus had shifted noticeably away from disciplinary studies and toward social relevance and student interest.
* Who should learn science?
World War II
* Personnel shortages
* Science for the scientist and the non-scientist
* low enrollments in secondary schools
* Status of the teaching profession
* The gifted and talented in science
* Functional science/specialized science
Curricular Reform: 1957
* Take seriously the criticisms of American Education
* Two decades of federal involvement in science teaching
* NSF curriculum projects
PSSC,CHEM study,, BSCS, CBA, TSM, ESCP
* Focus on logical structure of the disciplines and on the process of science
* Woods Hole conference- The Process of Education
-discovery or inductive learning
-research
New Progressivism: 60s - 70s
* Attention in education had moved from concerns about keeping pace with the Soviets to concerns about providing an equitable and humane educational environment for all American youth
* Vietnam War
* Enlightened citizenry; not an educational elite
Decade of the reports: 1980
* Americas children study and know less science than do children of most other countries
* 120 national studies during 1983 and 1994
* A Nation at Risk- National Commission on Excellence in Education
* Criteria for Excellence- NSTA
* The Continuing Crisis in Science Education- AAAS
Scientific Literacy: the tie that binds
* 1958- Paul Hurd
* 1963- NSTA survey:
most educators related it to greater content knowledge in a broad range of science fields
* Milton Pella-1967
components of SL
*1970's- Scientific Literacy- understanding of the events around us.
*1980's Scientific Literacy- implied a broad and functional understanding of science, not the "structure of the discipline" approach of the new curriculum projects.
STS: 1980s
* 1982- NSTA position statement
* Humanistic Education
* Values Education
* Environmental Education
* Hofstein and Yager (1982): organize the science curriculum around social issues
* logic based on social issues, not the logic of the organized disciplines
Science for Social Relevance: 1990s
* Teaching science in the context of what is already familiar from daily experience->>motivation
* Science should inform and enrich the lives of individuals
* Science should contribute to the ability of the student to function as a citizen.
* Teaching of socially relevant science is important for the health and well-being, and perhaps survival of the human race.