Elementary Science and Language Arts: Should We Blur the Boundaries?

Elementary school goals for instruction focus on developing literate readers and writers. It has been recommended that language arts strategies can help elementary teachers more effectively teach science. The terms “integrated, interdisciplinary, and thematic instruction” are defined and examples are given for using each in an elementary classroom. Definitions are provided comparing language arts and scientific literacy. Use of thematic instruction with an interdisciplinary focus is recommended to help meet both language arts and science goals and objectives as they relate to the National Science Education Standards and the National English Language Arts Standards. Recommendations are made for helping teachers effectively use language arts strategies to help develop science literacy, and science to provide purpose for reading and writing activities within thematic, interdisciplinary instruction often found in elementary schools.     

Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform

This study focused on two middle schools in the central US who participated in collaborative, sustained, whole‐school professional development in implementing inquiry as part of National Science Education Standards, or standards‐based instructional practices. Participants were involved in their second year of the professional development experience. The research question explored was, “What barriers do science teachers encounter when implementing standards‐based instruction while participating in effective professional development experiences?” Qualitative data collected in the form of teacher interviews and classroom observations were utilized and were analyzed using a barrier to reform rubric. Findings indicate that even with effective professional development, science teachers still encounter technical, political, and cultural barriers to implementation. More support is required for professional development efforts to be successful, such as resources and time, as well as administrative buy‐in and support. Findings also revealed that even the best intended professional development efforts do not reveal and address existing beliefs for all teachers. Implications for future science education reform stakeholders are discussed.     

Hannah's Prior Knowledge About Chemicals: A Case Study of One Fourth‐Grade Child

Chemical principles are taught in elementary education across much of the United States because the National Science Education Standards include concepts about the nature of matter, states of matter, and changes in matter among other science concepts within the first to fifth grade levels. “Chemicals” is a word related to the nature of matter that is used not only in formal instruction, but also in everyday conversations. Children's prior knowledge about chemicals gained from everyday experiences will influence how they learn about chemical principles. The research described herein reveals insights into one child's conceptual structure related to the word “chemical,” which includes how she uses the word both inside and outside of school. Hannah was purposefully chosen for this case study because she exemplified “children's science.” Her understanding of chemicals as cleaners, in foods, and used for a purpose were primarily gained from everyday experiences. The implications of these findings are discussed with respect to both future research and elementary science education.     

Implementation of the Standards: Lessons from a Systemic Initiative

Data collected as a part of Ohio's Systemic Initiative suggest that some existing attitudes and practices of principals and teachers may provide a strong foundation for National Science Education Standards implementation. However, some data suggest that reformers have a long way to go before the Standards are fully understood and supported both by teachers and principals.     

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Science as inquiry is a key content standard in the National Science Education Standards; however, few secondary science teachers successfully and consistently implement inquiry‐based instruction in their classrooms. This research examines the role of reform‐based curricular materials in influencing the classroom practices of 12 high school chemistry teachers and investigates the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations. The teachers' classroom practices were measured prior to and during the field test of the reform‐based chemistry curriculum. Analysis of the data revealed that teachers' classroom practice became more reform‐based in the presence of the new curriculum; however, the degree of change is related to the teachers' beliefs about teaching and learning, depth of chemistry knowledge, and years of teaching experience. Experienced, out‐of‐discipline teachers with transitional or student‐centered teaching beliefs demonstrated the most growth in reform‐based teaching practices. This study reinforces the need for reform‐based curriculum to assist teachers in implementing the intent of the National Science Education Standards.     

Student Competence in Understanding the Matter Concept and Its Implications for Science Curriculum Standards

Using the US national sample from the 1995 Third International Mathematics and Science Study (TIMSS), this study examined students' competence levels in understanding the matter concept at grades 3, 4, 7, 8 and high school graduation, and compared them to the expectations in the US national science education standards. It was found that third‐grade students were developing understanding on mixtures, and fourth‐grade students were developing understanding on separating mixtures; seventh‐ and eighth‐grade students were only at the beginning level of differentiating chemical properties from physical properties; they were not ready for the particulate model of chemical change. High school physical science specialization students were still at the developing level of understanding kinetic and atomic models of chemical and physical changes; they may not be able to master those theories. The findings suggest that the Benchmarks for Science Literacy and Atlas for Science Literacy may have overestimated the competences of elementary, middle school, and high school students.     

Middle Grades Students' Algebraic Understanding in a Reform Curriculum

The National Council of Teachers of Mathematics' Curriculum and Evaluation Standards in 1989 was pivotal in mathematics reform. The National Science Foundation funded several curriculum projects to address the vision described in the Standards. This study investigates students' learning in one of these Standards‐based curricula, the Connected Mathematics Project (CMP). The authors of CMP believe that the teaching and learning of algebra is an ongoing activity woven through the entire curriculum, rather than being parceled into a single grade level. The content of the study investigates students' ability to symbolically generalize functions. The data regards the solutions of four performance tasks dealing with three different types of relationships—linear, quadratic, and exponential situations—completed by five pairs of eighth‐grade students. The major finding claims that middle to high achieving students who had 3 years in the CMP curriculum demonstrated achievement in five strands of mathematical proficiency of a significant piece of algebra.     

Implementing the Science Teaching Standards Through Complex Instruction: A Case Study of Two Teacher-Researchers

In this case study, an “interpretive collaborative” methodology is applied. The experiences of two elementary teacher-researchers are described, as they explore science teaching and learning in their two nongraded primary classrooms through the process of complex instruction. This study involves three strands: the theoretical base of complex instruction, the on-going collaboration between two experienced teachers, and the Science Teaching Standards in relation to complex instruction. Findings suggest that, because the teacher's role in conducting complex instruction activities is multifaceted and complex, successful implementation of complex instruction and the National Science Education Standards required ongoing collaboration and support among teachers. The teacher-researchers reported that it was their collegial relationship that encouraged them to explore, prepare, and implement inquiry activities or tasks for their students.     

A Model for Extending Hands-On Science to Be Inquiry Based

Many popular hands-on science activities, as traditionally implemented, fail to support inquiry-based science instruction, because the activities direct teachers to terminate lessons prematurely. This paper presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. The strategy involves (a) discrepant events to engage students in direct inquiry; (b) teacher-supported brainstorming activities to facilitate students in planning investigations; (c) effective written job performance aids to provide structure and support; (d) requirements that students provide a product of their research, which usually includes a class presentation and a graph; and (e) class discussion and writing activities to facilitate students in reflecting on their activities and learning. The paper presents the model as a tool for facilitating science teachers' efforts to understand and implement the type of powerful, effective, and manageable inquiry-based science instruction called for in the National Science Education Standards.     

Conceptions of Science Achievement in Major Reform Documents

The construct of science achievement—what K‐12 students should know and be able to do in science—is central to science education reform. This paper examines current conceptions of science achievement in major reform documents in the context of standards‐based and systemic reform. The paper reviews documents on (a) science content standards, including the National Science Education Standards ( National Research Council, 1996 ) and Project 2061 ( American Association for the Advancement of Science, 1989, 1993 ); (b) performance standards in the New Standards Project ( National Center on Education and the Economy, 1997a, 1997b, 1997c, 1998 ); and (c) assessment frameworks, including the 1996 National Assessment of Educational Progress ( National Assessment Governing Board, 1994, 1996 ) and the Third International Mathematics and Science Study ( Martin & Kelly, 1996 ; McKnight, Schmidt, & Raizen, 1993 ; Robitallie et al., 1993 ). Although there is an overall agreement on the conceptions of science achievement among the documents, there are also noticeable differences. Based on the analysis of the five sets of documents, an aggregated view of science achievement is presented in terms of science content and process. Implications for promoting science achievement in standards‐based and systemic reform are discussed.     

The Cyclical Relationship Between Research and Standards: The Case of Principles and Standards for School Mathematics

The link between standards and research may not be clearcut. However, in this article the authors argue that there is a notable relationship between standards and research, one that is cyclical in nature. Using the standards for school mathematics developed by the National Council of Teachers of Mathematics (NCTM) as a case in point, the authors examine how NCTM's standards have influenced the agenda for mathematics education research and stimulated research on the impact of those standards. In turn, this and other research played a significant role in the development of NCTM's new Principles and Standards for School Mathematics. The authors conclude with a discussion of ways in which the Principles and Standards may continue this cyclical relationship in coming years, potentially promoting investigation of new research areas and systematic research on the impact of standards.     

Science Education for the 21st Century

Paul DeHart Hurd was a biology teacher and science supervisor in Colorado and California high schools and junior colleges for 20 years and a professor of science education at Stanford University for 22 years. He has authored 11 books and monographs on developments in the sciences and over 300 articles on various aspects of science education in the US and foreign countries. He has served on the National Science Foundation's Advisory Committee for Science Education and as a special educational consultant to the National Academy of Sciences, Commission on Life Sciences. Honors include the Apollo Award from the National Aeronautics and Space Agency, the Distinguished Contributions to Science Education Through Research Award from the National Association for Research in Science Teaching, and the Award for National Leadership in Science Education from the National Science Teachers Association. Dr. Hurd is currently focusing his writings on the history of science and technology education in the US over the past 200 years and current activities to modernize the precollege science curriculum.     

Models are a “metaphor in your brain”: How potential and preservice teachers understand the science and engineering practice of modeling

We investigated beginning secondary science teachers’ understandings of the science and engineering practice of developing and using models. Our study was situated in a scholarship program that served two groups: undergraduate STEM majors interested in teaching, or potential teachers, and graduate students enrolled in a teacher education program to earn their credentials, or preservice teachers. The two groups completed intensive practicum experiences in STEM‐focused academies within two public high schools. We conducted a series of interviews with each participant and used grade‐level competencies outlined in the Next Generation Science Standards to analyze their understanding of the practice of developing and using models. We found that potential and preservice teachers understood this practice in ways that both aligned and did not align with the NGSS and that their understandings varied across the two groups and the two practicum contexts. In our implications, we recommend that teacher educators recognize and build from the various ways potential and preservice teachers understand this complex practice to improve its implementation in science classrooms. Further, we recommend that a variety of practicum contexts may help beginning teachers develop a greater breadth of understanding about the practice of developing and using models.     

Teaching for Understanding and Application of Science Knowledge

James Gallagher is Professor of Science Education at Michigan State University and currently co‐editor of Journal of Research in Science Teaching. He was a member of the Working Group on Teaching in the formulation of National Science Education Standards. His recent work has included the me of continuous assessment as a tool to aid teachers in teaching for understanding.     

Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry‐Based Instruction

This study investigates the conceptions and use of inquiry during classroom instruction among beginning secondary science teachers. The 44 participants were beginning secondary science teachers in their first year of teaching. In order to capture the participants' conceptions of inquiry, the teachers were interviewed and observed during the school year. The interviews consisted of questions about inquiry instruction, while the observations documented the teachers' use of inquiry. All of the interviews were transcribed or coded in order to understand the conceptions of inquiry held by the teachers, and all of the observations were analyzed in order to determine the presence of inquiry during the lesson. The standard for assessing inquiry came from the National Science Education Standards. A quantitative analysis of the data indicated that the teachers frequently talked about implementing “scientific questions” and giving “priority to evidence.” This study found a consistency between the way new teachers talked about inquiry and the way they practiced it in their classrooms. Overall, our observations and interviews revealed that the beginning secondary science teachers tended to enact teacher‐centered forms of inquiry, and could benefit from induction programs focused on inquiry instruction.     

Reflective Pathways: Analysis of an Urban Science Teaching Field Experience on Noyce Scholar‐Science Education Awardees' Decisions to Teach Science in a High‐Need New York City School

Awardees of the National Science Foundation's Noyce Scholars funds are required to teach science in high‐need urban or rural school districts upon graduation. The purpose of this research was to analyze the reflective considerations that distinguish preservice Noyce Scholar science education majors committed to teaching in high‐need New York City (NYC) schools from those committed to high‐need rural careers. Essays designed to expose their (n = 22) considerations of teaching in NYC written before, immediately after, and two weeks following a one‐week cultural and science teaching internship experience were coded to reveal distinguishing reflective thought patterns. The results showed that those (16/22) whose final essay showed commitment to NYC teaching viewed themselves positively as NYC teachers and that increases in positive self‐perceptions were paralleled by increases in affinity toward living in NYC and NYC schools. Those not inclined to NYC teaching (6/22) expressed increasingly negative views of themselves as NYC teachers, NYC life, and urban education generally. The research provides insights into what Noyce Scholar undergraduates in science education think about when considering a teaching career in urban school districts.     

Illuminating NCTM's Principles and Standards for School Mathematics

The National Council of Teachers of Mathematics' Illuminations Project provides electronic resources to illuminate the Principles and Standards for School Mathematics and to improve the teaching and learning of mathematics for all students. This paper describes the types of resources that are available and discusses how the Principles and Standards document has guided work on the project. Organized around the six principles, this paper provides a vehicle for further discussion of the vision put forth in the Principles and Standards.     

Implementing and Using Mathematics Standards in North Carolina

North Carolina has a history of supporting and using national standards in structuring the state-adopted mathematics curriculum framework. This focus is associated with increased achievement of North Carolina students. The connection of the 1989 revision of the framework to the 1989 National Council of Teachers of Mathematics standards seemed to increase acceptance of the framework by teachers, school boards, and the public; revisions since then have been explicitly responsive to evolving national standards. Plans for the next revision include attending to the Principles and Standards for School Mathematics. To inform leaders in North Carolina about the Principles and Standards, a symposium was held in September 2000. This symposium provided a model for making the Principles and Standards visible to different constituencies. It is also important to involve teacher education institutions in sharing the Principles and Standards with new teachers so that they enter teaching with a deep understanding of and appreciation for standards.     

The Science Teaching Self‐Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections

This study examined prospective elementary education majors' science teaching self‐efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI‐B) was administered during the first and last lab class sessions. Additionally, students were asked an open‐ended question to describe their experience in the education majors' geology lab. The results of the STEBI‐B were analyzed using paired t‐tests to determine whether the students changed their personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Results of this study indicate a significant increase in PSTE. No significant differences were found in STOE. This study suggests that science content courses designed for education majors may lead to a positive change in science teaching self‐efficacy and has implications for teacher educators in preparing science content courses for their teacher preparation program.     

Piaget's Logic of Meanings: Still Relevant Today

In his last book, Toward a Logic of Meanings ( Piaget & Garcia, 1991 ), Jean Piaget describes how thought can be categorized into a form of propositional logic, a logic of meanings. The intent of this article is to offer this analysis by Piaget as a means to understand the language and teaching of science. Using binary propositions, conjunctions, and disjunctions, a table of binary operations is used to analyze the structure of statements about conclusions drawn from observations of science phenomena. Two examples from science content illustrate how the logic of binary propositions is used to symbolize typical reasoning of secondary‐school science students. The content areas are the period of a pendulum and the Archimedes' Principle, which were chosen based on observations in secondary science classrooms. The analyses of the student responses in these two observations demonstrate the commonalities of arguments used by students of science as they try to make sense of observations. The analysis of students' reasoning, demonstrates that Piaget's logic of meanings is a useful and relevant tool for science educators' understanding of the syntactical aspects of pedagogical content knowledge.