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What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

Reviewing the Evidence, A Workshop Summary National Research Council,
Division of Behavioral and Social ... The National Science Education Standards,
first introduced in 1996, call for teachers to focus on the “big ideas” in science,
use ...

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards:

Report of a Symposium

In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)

Report of a Symposium National Research Council, Division of Behavioral and
Social Sciences and Education, Teacher Advisory Council, Board on Science
Education, Center for Science, Mathematics, and Engineering Education. Over
the ...

Inquiry and the National Science Education Standards:

A Guide for Teaching and Learning

Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science--the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for--a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.

In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.

Final Report of the Coordinating Review Committee for the National Council of Teachers of Mathematics

Principles and Standards for School Mathematics

Ms. Steinberg brings to this work 30 years of experience in the field of education
—as a teacher, staff and curriculum developer, writer, ... She also served on the
Board of Directors of the Council of Engineering and Scientific Society Executives
.

Living on an Active Earth:

Perspectives on Earthquake Science

The destructive force of earthquakes has stimulated human inquiry since ancient times, yet the scientific study of earthquakes is a surprisingly recent endeavor. Instrumental recordings of earthquakes were not made until the second half of the 19th century, and the primary mechanism for generating seismic waves was not identified until the beginning of the 20th century. From this recent start, a range of laboratory, field, and theoretical investigations have developed into a vigorous new discipline: the science of earthquakes. As a basic science, it provides a comprehensive understanding of earthquake behavior and related phenomena in the Earth and other terrestrial planets. As an applied science, it provides a knowledge base of great practical value for a global society whose infrastructure is built on the Earth's active crust. This book describes the growth and origins of earthquake science and identifies research and data collection efforts that will strengthen the scientific and social contributions of this exciting new discipline.

http://www.nap.edu/catalog/10493.html 4 Observing the Active Earth: Current
Technologies and the Role of the Disciplines ... calibrating the scaling laws that
relate their reductionistic approach to the nonlinear dynamics of macroscopic
faulting ...

Foreign Participation in U.S. Research and Development:

Asset or Liability?

During the past decade, foreign participation in U.S. research and development--through acquisition of R&D-intensive businesses, links with universities, and other arrangements--has expanded rapidly. This emergence of foreign influence has drawn a mixed response--some regard the trend as a positive corollary to the expanding involvement of U.S.-owned companies in national markets abroad. Others consider it a net liability for Americans that often benefits foreign companies and their home economies at U.S. expense. There exists a large gap in expert and public understanding of the drivers, nature, and consequences of foreign participation in the nation's technology enterprise. This volume seeks to close this gap and reviews The nature of R&D activities and how they contribute to economic development. The causes, scope, and nature of foreign involvement in U.S.-based R&D activity and the associated costs, risks, benefits, and opportunities of this trend. The merits and liabilities of policies to regulate foreign R&D participation.

Committee on Foreign Participation in U.S. Research and Development, National
Academy of Engineering Proctor P. Reid, Alan Schriesheim. http://www.nap.edu/
catalog/4922.html REFERENCES 167 Office of the United States Trade ...

A Strategic Vision for Department of Energy Environmental Quality Research and Development

The National Academies' National Research Council undertook this study in response to a request from the Under Secretary of Energy to provide strategic advice on how the Department of Energy could improve its Environmental Quality R&D portfolio. The committee recommends that DOE develop strategic goals and objectives for its EQ business line that explicitly incorporate a more comprehensive, long-term view of its EQ responsibilities. For example, these goals and objectives should emphasize long-term stewardship and the importance of limiting contamination and materials management problems, including the generation of wastes and contaminated media, in ongoing and future DOE operations.

Committee on Building a Long-Term Environmental Quality Research and
Development Program in the Department of Energy, Board on Radioactive Waste
Management, Division on Earth and Life Studies, National Research Council.