Teaching Science in Public Schools (Presentation) 3 Sep 2009

7/31/2019 Teaching Science in Public Schools (Presentation) 3 Sep 2009

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Teaching Science in publicschools (USA standards and examples)

CARLOS JAVIERFLORES SARACHOSEP 2009


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Index

Science Framework for CaliforniaPublic Schools (Kindergarten ThroughGrade Twelve)

Standards for Science TeacherPreparation (NSTA - 2003)


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http://home/carlos/Desktop/Conference%203-sep-2009%20by%20CFS/13995702-California-Science-Framework.pdfhttp://home/carlos/Desktop/Conference%203-sep-2009%20by%20CFS/13995702-California-Science-Framework.pdfhttp://home/carlos/Desktop/Conference%203-sep-2009%20by%20CFS/13995702-California-Science-Framework.pdf


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(NSTA) Standards for Science Teacher Preparation

The National Science Teachers Association (NSTA) Standards forScience Teacher Preparation are based upon a review of theprofessional literature and on the goals and framework for scienceeducation set forth in the National Science Education Standards(NSES) (National Research Council [NRC], 1996). The NSES is a

visionary framework for science teaching in precollege education,based upon the assumption that scientific literacy for citizenshipshould be a primaryif not exclusivegoal of science educationat the precollege level.
http://home/carlos/Desktop/Conference%203-sep-2009%20by%20CFS/Standards-For-Science-Teacher-Preparation-NSTAstandards2003.pdf


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Teachers of science at all grade levels must demonstratecompetencies consistent with the achievement of this vision. Theyshould not only demonstrate that they have the necessaryknowledge and planning skills to achieve these goals; but also

that they are successful in engaging their students in studies ofsuch topics as the relationship of science and technology, natureof science, inquiry in science and science-related issues.

These NSTA standards are intended as the foundation for aperformance assessment system, through which teacher

candidates must satisfactorily demonstrate their knowledge andabilities at stable assessment pointsgatewaysin the scienceteacher preparation program.

The standards address the knowledge, skills and dispositions thatare deemed important by the National Science Teachers

Association for teachers in the field of science.

(NSTA) Standards for Science Teacher Preparation(USA)


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Standard 1: Content

Teachers of science understand and can articulate the knowledgeand practices of contemporary science. They can interrelate andinterpret important concepts, ideas, and applications in their fieldsof licensure; and can conduct scientific investigations. To showthat they are prepared in content, teachers of science mustdemonstrate that they:

a. Understand and can successfully convey to students the majorconcepts, principles, theories, laws, and interrelationships of their

fields of licensure and supporting fields as recommended by theNational Science Teachers Association.

b. Understand and can successfully convey to students the unifyingconcepts of science delineated by the National Science EducationStandards.

Summary(NSTA) Standards for ScienceTeacher Preparation


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c. Understand and can successfully convey to students important personaland technological applications of science in their fields of licensure.

d. Understand research and can successfully design, conduct, report and

evaluate investigations in science.

e. Understand and can successfully use mathematics to process and reportdata, and solve problems, in their field(s) of licensure.

...Summary(NSTA) Standards for Science Teacher Preparation


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Standard 2: Nature of Science

Teachers of science engage students effectively in studies of thehistory, philosophy, and practice of science. They enable studentsto distinguish science from nonscience, understand the evolutionand practice of science as a human endeavor, and critically

analyze assertions made in the name of science. To show theyare prepared to teach the nature of science, teachers of sciencemust demonstrate that they:

a. Understand the historical and cultural development of science andthe evolution of knowledge in their discipline.

b. Understand the philosophical tenets, assumptions, goals, andvalues that distinguish science from technology and from otherways of knowing the world.

c. Engage students successfully in studies of the nature of scienceincluding, when possible, the critical analysis of false or doubtful

assertions made in the name of science.


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Standard 3: Inquiry

Teachers of science engage students both in studies of variousmethods of scientific inquiry and in active learning throughscientific inquiry. They encourage students, individually andcollaboratively, to observe, ask questions, design inquiries, andcollect and interpret data in order to develop concepts andrelationships from empirical experiences. To show that they areprepared to teach through inquiry, teachers of science mustdemonstrate that they:

a. Understand the processes, tenets, and assumptions of multiplemethods of inquiry leading to scientific knowledge.b. Engage students successfully in developmentally appropriate

inquiries that require them to develop concepts and relationshipsfrom their observations, data, and inferences in a scientificmanner.


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Standard 4: Issues

Teachers of science recognize that informed citizensmust be prepared to make decisions and takeaction on contemporary science- and technology-related issues of interest to the generalsociety.They require students to conduct inquiries into the

factual basis of such issues and to assesspossible actions and outcomes based upon theirgoals and values. To show that they are preparedto engage students in studies of issues related toscience, teachers of science must demonstrate

that they:

a. Understand socially important issues related to science and technology intheir field of licensure, as well as processes used to analyze and makedecisions on such issues.

b. Engage students successfully in the analysis of problems, including

considerations of risks, costs, and benefits of alternative solutions; relatingthese to the knowledge, goals and values of the students.


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Standard 5: General Skills of Teaching

Teachers of science create a community ofdiverse learners who construct meaning from

their science experiences and possess adisposition for further exploration andlearning. They use, and can justify, a varietyof classroom arrangements, groupings,actions, strategies, and methodologies.

a. Vary their teaching actions, strategies, and methods to promote thedevelopment of multiple student skills and levels of understanding.

b. Successfully promote the learning of science by students with differentabilities, needs, interests, and backgrounds.

c. Successfully organize and engage students in collaborative learning usingdifferent student group learning strategies.

d. Successfully use technological tools, including but not limited to computertechnology, to access resources, collect and process data, and facilitate thelearning of science.

e. Understand and build effectively upon the prior beliefs, knowledge,experiences, and interests of students.

f. Create and maintain a psychologically and socially safe and supportivelearning environment.


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Standard 6: Curriculum

Teachers of science plan and implement an active, coherent, andeffective curriculum that is consistent with the goals andrecommendations of the National Science Education Standards.

They begin with the end in mind and effectively incorporate

contemporary practices and resources into their planning andteaching. To show that they are prepared to plan and implement

an effective science curriculum, teachers of science mustdemonstrate that they:

a. Understand the curricular recommendations of the NationalScience Education Standards, and can identify, access, and/orcreate resources and activities for science education that areconsistent with the standards.

b. Plan and implement internally consistent units of study thataddress the diverse goals of the National Science Education

Standards and the needs and abilities of students.


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Standards 7: Science in the Community

Teachers of science relate their discipline to their local and regionalcommunities, involving stakeholders and using the individual,institutional, and natural resources of the community in their

teaching. They actively engage students in science-relatedstudies or activities related to locally important issues. To showthat they are prepared to relate science to the community,teachers of science must demonstrate that they:

a. Identify ways to relate science to the community, involve

stakeholders, and use community resources to promote thelearning of science.

b. Involve students successfully in activities that relate science toresources and stakeholders in the community or to the resolutionof issues important to the community.


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Standards 8: Assessment

Teachers of science construct and use effective assessmentstrategies to determine the backgrounds and achievements oflearners and facilitate their intellectual, social, and personaldevelopment. They assess students fairly and equitably, and

require that students engage in ongoing self-assessment. Toshow that they are prepared to use assessment effectively,teachers of science must demonstrate that they:

a. Use multiple assessment tools and strategies to achieveimportant goals for instruction that are aligned with methods of

instruction and the needs of students.b. Use the results of multiple assessments to guide and modify

instruction, the classroom environment, or the assessmentprocess.

c. Use the results of assessments as vehicles for students toanalyze their own learning, engaging students in reflective self-analysis of their own work.


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Standard 9: Safety and Welfare

Teachers of science organize safe and effective learning

environments that promote the success of students and thewelfare of all living things. They require and promote knowledgeand respect for safety, and oversee the welfare of all living thingsused in the classroom or found in the field. To show that they areprepared, teachers of science must demonstrate that they:

a. Understand the legal and ethical responsibilities of scienceteachers for the welfare of their students, the proper treatment ofanimals, and the maintenance and disposal of materials.

b. Know and practice safe and proper techniques for thepreparation, storage, dispensing, supervision, and disposal of all

materials used in science instruction.c. Know and follow emergency procedures, maintain safetyequipment, and ensure safety procedures appropriate for theactivities and the abilities of students.

d. Treat all living organisms used in the classroom or found in thefield in a safe, humane, and ethical manner and respect legal

restrictions on their collection, keeping, and use.


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Standard 10: Professional Growth

Teachers of science strive continuously to grow and change,personally and professionally, to meet the diverse needs of theirstudents, school, community, and profession. They have a desire

and disposition for growth and betterment. To show their dispositionfor growth, teachers of science must demonstrate that they:

a. Engage actively and continuously in opportunities for professionallearning and leadership that reach beyond minimum jobrequirements.

b. Reflect constantly upon their teaching and identify ways and

means through which they may grow professionally.c. Use information from students, supervisors, colleagues andothers to improve their teaching and facilitate their professionalgrowth.

d. Interact effectively with colleagues, parents, and students; mentornew colleagues; and foster positive relationships with the

community.


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Achieving educational outcomes

In the recent move toward standards-based reform in public education,many educational reform efforts require schools to demonstrate that they areachieving educational outcomes with students performing ata required level of achievement.

Federal and state legislation, in particular, has codified this standards-basedmovement and tied funding and other Incentives to student achievement.


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The End

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Teaching Science in Public Schools (Presentation) 3 Sep 2009