Change Emphasis

The National Science Education Standards (NSES)envision change throughout the system. The science content standards encompass the following changes in emphases:

LESS EMPHASIS ON:

Knowing scientific facts and information 

Studying subject matter disciplines (physical, life, earth sciences) for their own sake 

Separating science knowledge and science process

Covering many science topics

Implementing inquiry as a set of processes    

                 

MORE EMPHASIS ON:

Understanding scientific concepts and developing abilities of inquiry

Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science

Integrating all aspects of science content

Implementing inquiry as instructional strategies, abilities, and ideas to be learned

Changing Emphases to Promote Inquiry

LESS EMPHASIS ON: 

Activities that demonstrate and verify science content                          

Investigations confined to one class period

Process skills out of context

Individual process skills such as observation or inference            

Getting an answer   

Science as exploration and experiment  

Providing answers to questions about science content

Individuals and groups of students analyzing and synthesizing data without defending a conclusion

Doing few investigations in order to leave time to cover large amounts of content                                               

Concluding inquiries with the result of the experiment  

Management of materials and equipment  

Private communication of student ideas and conclusions to teacher                                                                   

MORE EMPHASIS ON:

Activities that investigate and analyze science questions

Investigations over extended periods of time

Process skills in context

Using multiple process skills-- manipulation, cognitive, procedural

Using evidence and strategies for developing or revising an explanation

Science as argument and explanation

Communicating science explanations

Groups of students often analyzing and synthesizing data after defending conclusions

Doing more investigations in order to develop understanding, ability, values of inquiry, and knowledge of science content

Applying the results of experiments to scientific arguments and explanations

Management of ideas and information

Public communication of student ideas and work to classmates