Science: Left Behind?

Aisha Beckwith

Curriculum Development 501

Science Curriculum In Elementary Schools

Background of Science Curriculum in Elementary Schools

• Object Lessons- 1850– To gain knowledge of common things

– To cultivate the capacity to observe

– To develop reasoning ability

• Nature Study-1870– Develop students’ interest in the processes of nature

– Train students’ in accurate observation & classify of facts

– Provide useful knowledge of nature as it affects humans

• Study of Science-1920s– Designed to teach the scientific processes of classifying,

measuring, observing and inferring

– Scientific generalizations fundamental to modern life

– Topics were interrelated from grades 1 to 6 by themes

Background of Science Curriculum Continue..

• Only 30% of elementary schools used any of the science curriculums

• By 1980, teachers were not providing any hands-on experiences

• Return of textbook approach and memorization of facts

• By the 1990s, science goals for elementary students were:– Develop skills for scientific investigation

– Prepare students for technological problem solving

– Equip students to make decision about science-related social issues

– Make life-long learners of science

Current Science Curriculum

“Science has been on the back

burner since the beginning of

NCLB, and we’re going to have to

play catch-up.”

--Gerry Wheeler, Executive Director of the

National Science Teacher’s Association.

Current Science Curriculum

• Educators have lamented that federally mandated math and reading tests have taken valuable class time away from science instruction.

• Science instruction nationally has decreased by half since the year 2000 in many elementary schools.

• Nearly a third of the nation’s elementary students are taught science less than three times a week

• 42% of elementary school teachers feel unprepared to teach science.

• Elementary school teachers receive little to no professional development in science education.

Current Science CurriculumExample

• A 2007 study of San Francisco elementary schools conducted by UC Berkeley’s Lawrence Hall revealed:

• 80% of teachers in those elementary schools reported spending 60 minutes or less on science education each week.

• 16% of teachers said they do not spend any time on science

Current Science Curriculum

• Overall, elementary schools current science education signals that we are not adequately preparing students to face future challenges in a world that increasingly demands its citizens be scientifically literate.

Question

What needs to be done in order to improve our elementary student’s science access and knowledge even if the scores are not used towards accountability?

My Answer

• I think to achieve reform in science curriculum there needs to be a restructure in three vital areas of science education: curriculum enhancement, resource development, and the science education of elementary school teachers.

Sleeter mentions…

• “Curriculum that engages students in working through central concepts (BIG IDEAS) is used much more in nations that have outscored U.S. students in the Third International Math and Science Study than in U.S. classrooms.” (Sleeter)

Get With the Program!

“I want to launch a "new era" of science education in the United

States, one that encourages students to ask tough, challenging

questions and brings more specially trained science and math teachers

into the classroom.”

U.S. Secretary of Education Arne Duncan

What We Need

“A science curriculum that

demonstrates the connections

among the different subjects and

help students understand their

changing world”

--Project 2061 (AAAS)

Using Themes

• Elementary schools should develop curriculum around major science themes such as: energy, evolution, patterns of change, etc..

• Activities in physical, earth, and life sciences are related in the themes

• Students will be able to draw connections from other subjects, daily experiences, and previously learned ideas

• Science “themes” are used as vehicles to teach reading, math and the arts

Packard Foundation

“Nearly 300 elementary teachers developed themes for a school

year to relate the different subjects and to incorporate firsthand, real-world science

activities”

(Greene, 1991)

How Should Teachers be Prep?

• Teacher preparation and professional development must enable the teacher to implement science as a basic component of the elementary school curriculum.

Teacher preparation must provide…

• experiences that will enable teachers to use hands-on activities to promote skill development, selecting content and methods appropriate for their students, and classroom environments that promote positive attitudes toward science and technology.

• continuing science in-service programs based on current educational research that encompass content, skills, techniques, and useful materials.

• participation in workshops, conferences, and meetings sponsored by local, state, and national agencies.

To Conclude…

• The current administration endorses higher teacher qualification and increase funding into science education, especially at the elementary grade level.

“My administration will work to guarantee students access to strong science curriculum at all grade levels so they graduate knowing

how science works.”

-- President Obama

Thank You!!!!