Age - TOJET the Turkish online journal of educational technology

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The Turkish Online Journal of Educational Technology – TOJET January 2005 ISSN: 1303-6521 volume 4 Issue 1 questions are posed to direct attention to critical issues. A checklist of important steps is then provided to define a comprehensive plan for raising K-12 science student achievement in states, districts, and schools. And then, several wide-ranging intertwined goals in the report are determined at local, state, and federal levels. As an aid to implementation, all of the goals are accompanied by a coordinated set of well-funded project ($5 billion), and action strategies that identify key stakeholders who should take the lead in implementing each strategy are put into practice. Finally, miscellaneous recommendations are made to parents, teachers, administrators, school board members, higher education institutions, state political leaders, business leaders, and the other related institutes (BTIL, 2000). It is seen that the reasons for preparing science education standards and these reports are very important in terms of the planning, implementing, and evaluating approaches employed, and that recommendations for developing countries as much as the U.S. The aim of this paper is to investigate and present basic features of the NSES project in terms of objectives, practices and evaluation criteria and to develop some suggestions to acquire different views for potential educational research that would be undertaken in developing countries such as Turkey. WHY THE PROJECT FOR DEVELOPING SCIENCE EDUCATION STANDARDS NEEDED IN U.S. In these days, people who possess exceptional skills in self-learning, overcoming problems, and making critical decisions require many skills, especially in science related fields. To possess all these skills could be realized through understanding the nature of science in the process of science education (Bayraktar, Karamustafaoğlu, Keser et al., 2002). Other developed countries invest on scientifically and technically literate work forces. To keep pace in global markets, to offer a visible supply for demands of US’ changing economy and workplace, to meet the US’ democracy needs for an educated citizenry, to make sufficient precautions needed for national security interests, and to understand the deeper value of scientific knowledge, the United States needs having an equally capable of population in science (BTIL, 2000; Bayraktar, Karamustafaoğlu, Keser et al., 2002)). The program brought hundreds of people together for the science education, which will constitute future’s vision. Among them, there were teachers, school administrators, parents, curriculum developers, scientists, faculty members, engineers, and government officials. These people are engaged in many studies and research on teaching and learning (Bayraktar, Karamustafaoğlu, Keser et al. 2002). In meeting comprehensively the needs of students, educators, and society, standards were assessed locally and nationally. In 1989, the project is started with the support of the government. The first standards were put forward for mathematicians and mathematics educators in 1989 (NSES, 2004). STRUCTURE OF THE NSES PROJECT National Science Academy was established in the U.S. in order to improve scientific literacy for all students. To achieve its goals, the academy planned NSES project in the second half of the 1980’s. The most general objectives of NSES project for science schools are to acquire students: the experience of understanding the natural world and having knowledge and enthusiast about it, the ability to use appropriate scientific principles and functions in decision-making process, the ability to make sound discussions and research on the importance of scientific and technological materials and, increase of scientific literacy, knowledge, and economical productivity in their careers (Bayraktar, Karamustafaoğlu, Keser et al. 2002). In this respect, the standards, which constituted the NSES program, are organized in seven categories as follows (NSES, 2004): a) Standards for science teaching. b) Standards for professional development for teachers of science. c) Standards for assessment in science education. d) Standards for science content. e) Standards for science education programs. f) Standards for science education systems. These categories will be presented respectively considering basic features in the following sections. a) Standards for Science Teaching The science teaching standards describe what teachers of science at all grade levels should know and be able to do. Teaching standards are divided into six areas: (1) The planning of inquiry-based science programs. (2) The actions taken to guide and facilitate student learning. (3) The assessments made of teaching and student learning. Copyright © The Turkish Online Journal of Educational Technology 2002 48
The Turkish Online Journal of Educational Technology – TOJET January 2005 ISSN: 1303-6521 volume 4 Issue 1 (4) The development of environments that enable student to learn science. (5) The creation of communities of science learners. (6) The planning and development of the school science program. Science teaching standards are presented first since effective teaching is the most crucial element of science education. Effective science teachers possess theoretical and practical knowledge in science learning and teaching. They promote active learning with their students by creating appropriate environments. If teachers to achieve the objectives embodied in standards, they should be provided with necessary resources, such as time and materials. Another critical issue emphasized by science teaching standards is equality. All students are capable of full participation and of making meaningful contributions in science classes. b) Standards for Professional Development for Teachers of Science The professional development standards present a vision for the development of professional knowledge and skill among teachers. They focus on four areas: (1) The learning of science content through inquiry. (2) The integration of knowledge about science with knowledge about learning, pedagogy, and students. (3) The development of the understanding and ability for lifelong learning. (4) The coherence and integration of professional development programs. This standard stresses the need for teachers to engage in professional development experiences through their careers. Teachers must be in contact with master educators and reflect on their teaching practice continually. They should also guide all students with diverse experiences, interest, and abilities in making sense of scientific ideas. A major change in development practices is essential as well as change in teaching practices for reforming science education. Teachers should be provided with opportunities to develop theoretical and practical understanding and ability. c) Standards for Assessment in Science Education The assessment standards provide criteria against which to judge the quality of assessment practices. They cover five areas: (1) The consistency of assessments with the decisions they are designed to inform. (2) The assessment of both achievement and opportunity to learn science. (3) The match between the technical quality of the data collected and the consequences of the actions taken on the basis of those data. (4) The fairness of assessment practices. (5) The soundness of inferences made from assessments about student achievement and opportunity to learn. Assessments provide students, teachers, school districts, and policy makers with feedback on effectiveness of implemented programs. This feedback in turn stimulates changes in policy, guides the professional development of teachers, and encourages students to improve their understanding of science. There have also been changes in ideas about assessments in recent years. According to new approach, assessment and learning are two sides of the same coin. Besides, new assessments have focused on higher-order skills rather than simply checking the memorization of facts. d) Standards for Science Content The science content standards outline what students should know, understand, and be able to do in the natural sciences over the course of K-12 education. They divided into eight categories: (1) Unifying concepts and processes in science (2) Science as inquiry (3) Physical science (4) Life science (5) Earth and space science (6) Science and technology (7) Science in personal and social perspective (8) History and nature of science Each content standard expresses what content to be understood and which abilities need to be gained through activities provided for all students in those grade levels. Each standard is followed by a discussion of how students can learn that material. Similarly, the discussion of each standard concludes with a guide to the fundamental ideas that underlie that standard, but these ideas are designed to be illustrative of the standard, not part of the standard itself. Because each content standard includes the knowledge and skills of other standards, those standards designed to be used as a whole. e) Standards for Science Education Programs The science education program standards describe the conditions necessary for quality school science programs. They focus on six areas: (1) The consistency of the science program with the other standards and across grade levels. (2) The inclusion of all content standards in a variety of curricula that are developmentally appropriate, interesting, relevant to the student’s lives, organized around inquiry, and connected with other school subjects. (3) The coordination of the science program with mathematics education. (4) The provision of appropriate and sufficient resources to all students. (5) The provision of equitable opportunities for all students to the standards. (6) The development of communities that encourage, support, and sustain teachers. Copyright © The Turkish Online Journal of Educational Technology 2002 49
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