Does your district or school have a vision for science education? What do you want students to know and be able to do by the time they graduate? How do you want them to think about the world around them?
If you haven’t considered those questions at your
school/district, I would encourage you to bring them up in your next department
meeting or conversation with your administrator. I applaud the incredible,
current efforts of districts around the state to improve their science
programs, but what metric is being used to weigh your decisions against? If
you’re looking at a new textbook, considering sending a teacher to a
conference, or crafting common assessments at each grade level, it’s essential
to ask whether or not those actions will best move you toward your vision.
The summary to the National Research Council’s A Framework for K-12 Science Education supplies a goal statement for science
education that resonates with me: “by
the end of 12th grade, all students have some appreciation of the beauty
and wonder of science; possess sufficient knowledge of science and engineering
to engage in public discussions on related issues; are careful consumers of
scientific and technological information related to their everyday lives; are
able to continue to learn about science outside school; and have the skills to
enter careers of their choice, including (but not limited to) careers in
science, engineering, and technology.”
Building on this statement, I find it critical that these
are goals for all students; I didn’t
add those italics in the quote! I recently heard a teacher note that she didn’t
have time her regular biology class for in-depth student investigations, though
she did in an advanced class. How well does memorizing facts and getting
through content line up with your vision? High school is the last arena for
science learning for many students. It’s also the last place where they might come
to see themselves as science people. Putting a student in a lower level high
school class that focuses on content coverage over deep engagement tells
him/her that they’re not really a science person, further confirming what they
likely already feel. How do you address student mindset in your
science program?
Appreciating the “beauty and wonder of science” also really
appeals to me. That’s why I’m involved in science now. I’m curious about this
amazing world around us. I can clearly remember the first time I looked through
a powerful telescope. It happened to be pointed at Messiah 13, the Great
Cluster in Hercules. It literally took my breath away. To date it’s one of the
most awe-inspiring sites I’ve seen.
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| Image from www.nightskyinfo.com |
Relevant across content areas, students must be “careful
consumers” of information in this internet-infused world. So, they should also
possess sufficient knowledge to “engage in public discussions” on
science-related issues. I recently had a Facebook-based argument about a
current science issue. People I knew from high school were citing blogs as
their sources, while I cited reports from the National Academy of Sciences
(yes, it’s ironic that you’re reading this in a blog post). Students need to be
able to determine what information is valid and how to interpret and question
data they’re provided.
Finally, I really wanted my students to have the skill and
desire to “continue to learn about science outside school.” When their children
one day ask them questions about science, I hope they can effectively
investigate resources and phenomena together to find an answer. “Learning”
shouldn’t end at the school doors.
Please, leave a comment about your vision for science
education! In my next blog post I’ll discuss
ideas for processes to develop a vision and methods to create actual
classroom-level change.
