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Recent research on teacher professional development (PD) underscores the importance of the coherence of PD with standards, curriculum, and assessment. Teachers' judgments of the coherence of PD with larger system goals influence their decisions about what ideas and resources they appropriate from PD. Little research, however, has examined how teachers formulate these judgments and why teachers' judgments vary within the same system and for the same reform. In this article, we use organizational theory's concept of sensemaking to examine teachers' responses to PD related to the Next Generation Science Standards within two schools in the United States. Our study shows that teachers' perceptions of coherence emerge from interactions within PD, associated curriculum materials, and with colleagues and leaders in their schools. Some teachers, we found, were able to manage ambiguity, uncertainty, and perceived incoherence productively, while others foreclosed deep and sustained sensemaking. Our findings suggest the need for PD to engage teachers in sustained sensemaking activity around issues of perceived incoherence to bolster teachers' emergent understandings of standards and improve the likelihood of implementing instructional practices aligned to standards. Keywords education policy, professional development, standards, science education, Teachers' prior knowledge shapes what and how they learn from professional development (PD). Of particular importance is teachers' practical knowledge, that is, the knowledge they draw on daily to plan [...]

In the United States, the Common Core State Standards (CCSS) were developed by the National Governors Association and the Council of Chief State School Officers and endorsed by the American [...]

Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas such as ecology, molecular biology, physiology, and chemistry. We evaluate published 'how-to' biological-control activities to determine whether they meet National Science Education Standards and use a constructivist pedagogical approach. We also provide an example classroom activity developed from our research that scientists can use as a template to develop their science-education activities. Key Words: Student-centered inquiry; applied ecology; National Science Education Standards; constructivist pedagogy; Bloom's taxonomy; Diaphorina citri., Biological control is a well-established field of applied ecology in which pest species are managed through the use of predators, parasites, pathogens, herbivores, or other natural mechanisms. Scientists who research [...]

With increased emphasis on state standards and assessments in science, one might question whether there is still a role for national science standards and benchmarks. This article makes a case for the importance of national guidelines and identifies key functions performed by the National Research Council's National Science Education Standards and the American Association for the Advancement of Science's Benchmarks for Science Literacy. We describe how national guidelines provide a vision of what science education could be and its value to all students; consider the implications of aligning curriculum, instruction, and assessment to these guidelines; discuss the quality of current state standards; and consider what the national reform efforts have to offer states and school districts seeking to improve teaching and learning in K-8 science.

The problems involved in the reliable performance assessment of science attainment target 1 (Sc1) investigations by students are discussed.

Byline: Leigh K. Smith (1), Julie Gess-Newsome (2) Abstract: Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to implement the National Science Education Standards (National Research Council, 1996). Using the 'Science Teaching Standards' as a framework for analysis, this research proceeded in two phases. During the first phase, the elementary science methods courses, perspectives, and practices of six science teacher educators were examined to determine similarities and differences in the course goals and objectives, overall emphases, and their efforts to prepare their students to implement the Science Teaching Standards. The second phase of the study investigated the elementary science methods courses of a national sample of science teacher educators as reflected in their course syllabi. It was found that universal inclusion of content related to the Science Teaching Standards does not exist, nor are there clear linkages between course goals, activities, and assignments. Author Affiliation: (1) Department of Teacher Education, Brigham Young University, Provo, UT 84602-5099, U.S.A (2) Center for Science Teaching and Learning, Northern Arizona University, Flagstaff, AZ 86011-5697, U.S.A Article History: Registration Date: 30/12/2004

Schools of United States fall short of providing high quality mathematics and science education to all the students. The factors distinguishing the most effective lessons from the least effective ones are stated.

Byline: Penny L. Hammrich (1) Author Affiliation: (1) College of Education, 337 Ritter Hall, Temple University, 1301 Cecil B. Moore Avenue, Philadelphia, Pennsylvania, 19122, USA Article History: Registration Date: 30/09/2004

In December 1995, the National Research Council released the National Science Education Standards (1996). The development of standards for science education represented nearly five years of work and the involvement [...]

The education system in England and Wales is going through a process of rapid change, with the advent of the National Curriculum in the 1980s being cited by many professionals as the catalyst. However, it must be noted that educational change has been taking place within primary and secondary education since the 1960s, although its early implementation was not widespread. With specific regard to primary science teaching, the implementation of the National Curriculum has been successful and any dilution of its requirements would result in the loss of some vital aspects, particularly Attainment Target 1.

The Teaching Elementary Physical Science (TEPS) model tested in Hawaii has improved the quality of physical science teaching in elementary schools and has helped revise teaching methods in secondary schools. Insufficient knowledge of science in elementary school teachers, shortage of time and science lab materials and low priority for science in elementary schools often prevent students from obtaining the basic knowledge of science in elementary schools. The TEPS model gives all elementary schools access to a qualified secondary school science teacher and three 'Lead Teachers.'

This article summarizes the educational standards proposed by the American Association for the Advancement of Science through Project 2061. The impact of these benchmarks for astronomy teachers is discussed.

First came Science For All Americans. Benchmarks are on the way. Blocks, Models, and Blueprints are in production. Project 2061's approach may help other curriculum areas involved in systemic change. [...]

Progression-of-understanding maps were one important tool in coordinating the research and information needed for creating K-12 science standards. Project 2061 has been constructing goals for science, mathematics, and technology education [...]

A study of National Curriculum for England and Wales key stage 2 (KS2) and key stage 3 (KS3) tests in science found more children reached a higher level of attainment at KS3 than at KS2. Teachers at KS3 must make more use of information from KS2 and ensure all children are progressing with their science studies. It has been suggested the children are getting more adept at answering question papers by the time they reach KS3. The results of the study disproved the idea KS2 tests were too easy. A number of UK schools took part in the study.

The American Association of Physics Teachers developed a set of common goals for introductory laboratory instruction. Students should participate in significant experiments that include designing investigation. Students should possess basic skills and master basic physics concepts as well as knowledge of the tools of experimental physics and data analysis. Direct observation and inference based on theory should be distinguishable by students. The lab should help students develop collaborative learning skills.

The second edition of the eChemistry in the National Science Education StandardsE was made as a response to the changes in the field of high school chemistry education. The book addresses the 1996 National Science Education Standards and its chapters feature collaboration between a high school chemistry teacher and a college or university chemistry professor.

The article examines the descriptive data collected on the nature of kindergarten students' science learning from investigations conducted by them on the life cycle of the monarch butterfly. The statistical analyses of Science Learning Assessment (SLA) data indicated that the intervention group showed significantly better understanding of scientific inquiry processes than the comparison group.

A study was conducted to explore the relative utility of four different types of formative assessment prompts to obtain middle school students' ideas about sinking and floating. Results suggested that the relative success of the prompts to gain a range of conceptions might depend on the openness and familiarity of the prompts.

Inquiry-based teaching and learning and technology integration are integral parts of the National Science Education Standards ad AAAA Project 2061 Benchmarks for Science Literacy. It is found that there are very few chemistry WBI's in the public domain, and the WBI's found are with a limited scope and content coverage and so the need for extensive Web-inquiry (WBI) in chemistry is expressed.

A detailed study is provided to verify how the science national tests are developed and pre-tested. The processes and procedures involved in QCA performance standards are described and examples of effective teaching and learning strategies are given.

Several approaches to gain maximum benefit from the implementation of the science strand of the Key Stage 3 National Strategy for science in all secondary schools in the UK are listed. Some key features of the pilot and the teaching and learning approaches used by Wakefield local education authority, a pilot Local Education Authority (LEA), to embed the science strand are outlined.

In order to manage the changes required by the Key Stage 3 National Strategy for science, heads of science departments in schools in the UK have to identify the strengths, needs and resources to ensure that they adapt their teaching for pupils' benefits. Effective change management requires understanding people's reluctance to change and implementation of the revised strategy of teaching and learning.

The science department of a large school, Outwood Grange College adopted the procedures and strategies to manage the introduction and to sustain the Key Stage 3 National Strategy for science. The pilot showed that there is scope for improving expectations, progression, engagement and refinement.

It is always a good practice to have a science department health and safety policy covering definition of training needs, and monitoring of the implementation of the policy. There should also be guidelines for practical work and security measures.

Byline: RICHARD MONASTERSKY The Kansas State Board of Education must once again start rewriting the state science standards, after anti-evolution statements in a draft version of the document landed the [...]

The magnetic moment of a spinning electron is discussed relative to errors in direction of magnetic field propagated in freshman chemistry textbooks. Over the most recent 20 years, many freshman chemistry textbooks, of which several from the last 40 years were examined, have offered an inaccurate figure showing the relationship between spinning electrons and direction of the resultant magnetic field or spin angular momentum. Before 1980 no figure depicting the magnetic field was offered, but it is growing in popularity for textbook use. Now the error in the illustration is being corrected, but is still found in some 1998 texts, some of which are the widely used ones which have been much reviewed in many editions. Other errors have been seen in the figure as well.

The National Science Education Standards (NSES) have some useful recommendations for physics educators and others in physical sciences. The discussions in general, however, are vague and only looking at the examples gives an idea of the depth of coverage planned for. Many physics concepts are incorrectly or misleadingly described. It is odd that the standards are to promote scientific literacy for all students, yet they suggest International System of Measurement (SI) units be used for science and US Customary units be used to report findings to the public.

The 9-12 National Science Education Standards have been criticized as lacking chemistry and many feel the requirements are already exceeded due to a misunderstanding of the Standards. The Standards call for basic knowledge in many chemistry areas, including industrial, environmental and organic chemistry. Teachers providing more information in some chemistry areas rather than some in all are failing to meet the Standards while the Standards also require process-oriented, inquiry-based instruction. A lesson plan reader is being designed to help in the interpretation of the Standards.

The National Science Education Standards are a consensus effort primarily focused on K-12 science education but which have implications for all areas of science education. The proposed reforms, including integrating multiple disciplines and emphasizing inquiry, are to be implemented by new teachers. However, the current chemistry and teacher education programs do not support these philosophies, making it unlikely that new teachers will implement them based on the Standards alone. Therefore, teacher training needs to be reformed before the Standards are likely to become reality.