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: Wednesday, July 13th, 2016
by Lisa Hegdahl
On June 30th, the California Science Teachers Association (CSTA) said, “Goodbye, and Thank You” to five of its dedicated Board members. On July 1st, we said, “Hello, and Welcome” to the five newly elected. It is my pleasure to tell you about these outstanding professionals.
Outgoing Board Members
In her role as Region 2 Director, Minda Berbeco raised the bar in terms of outreach. Minda also co-chaired, and will continue to co-chair, the Publications Committee. As president, I have some leeway in my due dates for my monthly President’s Message for the CSTA on-line Journal, California Classroom Science. Minda is very patient with me when my messages do not come in right on time. Recently, Minda, and her employer the National Center for Science Education (NCSE), graciously opened their office on a Saturday to host the CSTA Board of Directors meeting.
Minda was CSTA Region 2 Director and served faithfully on the:
- Publications Committee (Co-Chair – a job she will continue)
- Membership/Marketing/Preservice Committee
Posted: Friday, June 24th, 2016
by Jessica Sawko
The California Commission on Teacher Credentialing (CTC) could use the help of a few good science teachers that know a thing or two about the California NGSS. There are currently two test development groups that they are specifically seeking science teachers for. If you are interesting in helping to shape how California prepares its future teachers to take on NGSS, this is an excellent opportunity. The CTC is recruiting teachers to pilot and review test items for the CSET and for Content Expert Panel members for the redevelopment of the California Teaching Performance Assessment (CalTPA). Please consider these opportunities and apply today – the recruitment window closes soon, don’t delay! To apply and for more information visit http://www.carecruit.nesinc.com/.
Posted: Tuesday, June 21st, 2016
ACT NOW! Offer expires June 26, 2016. Flinn has partnered with the National Science Education Leadership Association (NSELA) to promote a limited-time offer for those interested in attending the Summer Leadership Institute this month.
Call for Free NSELA Membership and Save $225 on Your Registration! The National Science Education Leadership Association is offering this exclusive opportunity to attend its annual Summer Leadership Institute, June 28 – July 1, at the Marriott Mission Valley Hotel in San Diego, California. Learn More…
Posted: Tuesday, June 21st, 2016
As California embraces new ways of teaching and learning, teachers want more opportunities to connect with and learn from their peers. Teachers are the experts when it comes to the California Standards – no one knows more about what’s working in the classroom and where more support is needed. Yet, too often, teachers are told what they need to learn, rather than asked what would benefit them the most.
On July 29, all California teachers are invited to attend the second annual Better Together: California Teachers Summit, a unique day of learning led by teachers, for teachers. The summit will bring together teachers at nearly 40 locations across the state to share ideas, join a teacher network, and learn effective strategies for implementing the new California Standards in their classrooms. The program will feature keynote addresses by education leaders, TED-style EdTalks presented by local teachers, and Edcamp discussions on timely topics such as the California Standards in English/Language Arts and Math and the Next Generation Science Standards. Teachers will walk away with access to new resources and concrete tools that are already working in classrooms across the state. The Association of Independent California Colleges and Universities (AICCU), the California State University (CSU), and New Teacher Center (NTC) are partnering to organize this gathering. Learn More…
Posted: Monday, June 20th, 2016
by Minda Berbeco
A few years ago, I was at a teacher conference in Atlanta representing my organization, the National Center for Science Education (NCSE). I was chatting with a teacher and mentioned how I was going to be giving a talk shortly on climate change education, and the teacher to my surprise said to me, “well I teach chemistry, so that’s not related to me.”
That was a bit of a head-scratcher for me, and I’m sure that notion would be a surprise to every atmospheric chemist who works directly on climate change, or even the many oceanographers, terrestrial and aquatic biogeochemists and even soil scientists who work with climate change every day.
On retrospect though, I think I understand what he was getting at. Climate change isn’t in the chemistry science standards for any state. They aren’t in the life sciences standards for most states either. In fact, until recently if it was anywhere at all, it’d be in earth science or environmental science – which is often an elective at many schools. And yet, from a study that NCSE completed this past year in collaboration with researchers at Penn State, we know that over 50% of chemistry teachers are teaching climate change nationally and over 85% of biology teachers are doing it too! Learn More…