Science Under Siege
Posted: Thursday, March 1st, 2012
by Rick Pomeroy
Just when we thought that there was a glimmer of hope for a new set of standards that would engage students in authentic and relevant inquiry based science, we must contend with three significant threats to science education. Due to be released for the first public comment on March 30, the Next Generation Science Standards (NGSS), based on the Conceptual Framework for Science Education, promise a new and exciting view of science education. “The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.” (Conceptual Framework, 2010). If the NGSS come anywhere close to this vision, it will be a significant step towards more science instruction that focuses on college and career readiness through critical thinking, problem solving, and active engagement. Given that the current standards, first published in 1998, focus primarily on content with little requirement for problem solving and critical thinking, adoption of the NGSS will change the landscape of science instruction. To accomplish such a paradigm shift will require significant effort and time. Teachers will have to rethink their approach to the curriculum, teacher preparation programs will need to retool to prepare teachers equipped to teach the new standards, new instructional materials will need to be created, and finally, new and different assessments and assessment methodologies will have to be created to insure full implementation of the NGSS.
Unfortunately, there are two pending legislative actions that could greatly inhibit the success of the implementation of any new standards. First, in his proposed budget for 2012-13, Governor Brown calls for the elimination of the mandate requiring a second year of science for high school graduation. Currently underfunded by $200 million, eliminating the mandate for the second year of science for graduation would be a step back to 1986 when the second year of science was added to the graduation requirements. Elimination of the mandate could be seen by low performing schools as permission to drop science classes and replace them with classes designed to boost standardized test performance. The second attack, at the federal level, involves current proposals for the reauthorization of the Elementary and Secondary Education Act (ESEA). The proposed legislation that includes No Child Left Behind, calls for the elimination of all testing in science and the exclusion of science from AYP calculations. Though the current administration has promised to veto any proposals with this language, the message it sends, that science is not a key component of an educated child, speaks loud and clear. (Please note, this is a fluid process and one that changes often – CSTA is working closely with NSTA on this issue.)
The third threat, though more subtle, may be the most real of all. The recent Fordham Report, giving California Standards a grade of A, may give some decision-makers an opportunity to delay or avoid adoption of new standards all together. During difficult budgetary times, arguments could be made that if our standards are of A+ quality, there is no reason to make any changes. This attitude would leave California with standards that were authored in 1998, which do not adequately prepare students to enter colleges or careers in 2012.
Now more than ever, science teachers must be aware of the policies and politics that control the science content they teach. It is critically important that teachers make their voices heard. On March 30, the first public draft of the NGSS will be released. This will be a chance for every science teacher to review and comment on the standards that will form the foundation of the future of science education in California. At the same time, it is critically important that science teachers’ voices be heard both in Sacramento and Washington DC on policies that will impact science education far into the future. CSTA continues to represent science teachers whenever it can. Your participation and membership in your professional association can only strengthen the message that CSTA carries on your behalf.
Stay tuned to California Classroom Science for updates on all of these issues and more. I enc0urage you become familiar with the Conceptual Framework for Science Education, click here to get started.
Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California, Davis and is CSTA’s president.
Posted: Monday, November 21st, 2016
CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2017 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. For more information regarding proposals, and to submit one today, follow the links below.
Short Course Proposal Deadline: February 6, 2017
Posted: Friday, November 18th, 2016
Do you want to have a voice in health education in California public schools? Consider applying to serve on the Health Education Curriculum Framework and Evaluation Criteria Committee (CFCC), which will work closely with the framework writing team to create a new framework for health education. The new framework will be based on the state-adopted health education content standards and reflect both current research and new state laws.
Applicants must be submitted by 3 p.m. on December 15, 2016. More information about the Health Education Framework revision and the CFCC application is available on the CDE Health Education Curriculum Frameworks Web page at: http://www.cde.ca.gov/ci/he/cf/. Learn More…
Posted: Thursday, November 17th, 2016
by Jessica Sawko
Last month, more than 2,100 science educators convened at the Palm Springs Convention Center for three days of professional learning and networking. The halls buzzed with excitement, the exhibit hall traffic ebbed and flowed like the tides of an ocean, and workshop rooms often filled to capacity with standing room only. CSTA thanks the many volunteers, presenters, exhibitors, and sponsors who helped make this year’s conference a success.
Two of the most popular presentations at the conference included presentations on the new Science Curriculum Framework (which ended up being presented twice due to an error in printing in the program book!) and the Science Assessment Update workshop presented by CDE and ETS. Handouts for both of these presentations are available via the conference app. Learn More…
Posted: Wednesday, November 16th, 2016
by Marian Murphy-Shaw
As a county office Educational Services Director I get to work with many districts, teachers and site leaders on a variety topics, including science. I have the good fortune to be embarking on a new project as part of a team formed by the California State University, Chico – Project ESTEEM.
CSU Chico recruited teams of elementary teachers and their principals to participate in Project ESTEEM, Elementary Science Teachers, Educating, Elevating, and Meliorating; a two-year professional learning grant secured last winter by the University. Learn More…
Posted: Wednesday, November 16th, 2016
by Karal S. Blankenship and Claudia Mitchell
Science in Kindergarten is no different than teaching science in other grades. Students come to us full of wonder, resulting in endless questions. We strive to provide opportunities for our students to become active listeners, use critical thinking skills, to observe, and to make sense of the work around them. This provides our students the chance to develop a deep appreciation for science. This is nuts and bolts of the Next Generation Science Standards (NGSS). Learn More…