National Science Education Standards

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.