Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 128
APPENDIX C
Standards for Me Preparation
And CerUficadon of Secondly School
Teachers of Science
I. Science Content
Preparation
The program for preparing second-
a~y school teachers of science should
require specialization in one of the
sciences (ice. preparation equivalent
to the bachelor's level) as well as sup-
porting course work In other areas of
science. The programs should require
a minimum of 50 semester hours of
counse work in one or more of the
sciences and additional course work
in related content areas such as
mathematics, statistics, and comput-
er applications to science teaching.
The programs and courses should be
designed to develop a breadth of
scientIflc literacy that will provide the
preservioc teacher with
· positive attitudes toward science
and an accompanying motivation to
be a lifelong learner in science;
· competent y In using the pn~cessm
of science common to all scientific
disciplines. including the skills of
investigating scientific phenomena.
tnterpreting the findings, and com-
murUcating results;
· competency in a broad range of
laboratory and field sldlls;
· huge of scientific concepts and
principles and their applications in
technology and society:
· an understanding of the relation-
ship between science, technology.
society and human values; and
· deciston-n~king end value-anatrsis
skills for use in solving science-related
problems in society.
Overall, the programs should be de-
signed for the unique needs of se-
conda~y school science teachers.
it. Science Teaching
Preparation
Science Teaching Methods
and Curricula
The program should prepare pres-
ervice teachers in the methods and
curricula of science. Method courses
should model desired teaching be-
havior in the secondary classroom.
These experiences should develop a
wide variety of skills. including those
which help presetvice science teachers
to
· teach science process=. attitudes.
and content to learners with a wide
range of abilities and socio-economic
and ethnic backgrounds;
· become knowledgeable of a broad
range of secondary school science
curricula. instructional strategies and
materials, as well as how to select
those best suited for a given teaching
and lemning situation:
· become proficient in constructing
and using a broad varietr of science
evaluation tools and strategies; and
· become knowledgeable about the
leanling process, how people learn
science, and how related research
findings can be applied for more effec-
tive science teaching.
The program should include at least
one separate course (~5 semester
hours), and preferably more in science
teaching methods and curricula
Communization Bums and (slalom
Managemcut Techniques
The program should prepare pres-
eIvice teachers to speak and write
effectively and demonstrate effective
NATIONAL SCIENCE TEACHERS ASSOCIATION.
1742 CONNECTICUT AVENUE. N.W., WASHINGTON, D.C. 2
128
OCR for page 129
APPENDIX C
use of classroom management tech-
niques when teaching laboratory
activities, leading Sacs discussions,
conducting field trips, and canylng
out daily classroom Instruction in
science
Preparation in Research SkilL
The program should prepare pre-
sewice teachers to conduct or apply,
understand and interpret science edu-
cation research and to communicate
information about such ah to
others (erg., students, teachers and
parental
Safety In Sclencc Tea~1llng
The program should require expe-
riences that develop the ability to
identify, establish, and maintain the
highest level of safety In classrooms,
stockrooms. laboratories, and other
areas used for science Instruction.
Outer Educational E - essences
Coumes in other educational areas,
including general curricula and
methods, educational psychology.
foundations and the special needs of
exceptional students. should be a part
of the program in order to comple-
ment the science education comply
Dents described above
m. Classroom E=penence
Field E~ence
Field experiences in secondary
school science classrooms are essen-
tial for the thorough preparation of
preservice teachers of science. The
field experience of preservice teachers
should begin early with an emphasis
on observation. participation, and
tutoring, and should progress from
small to large group instruction.
The Student Teaching E~eriencc
The student teaching experience
should be full-time for a minimum of
129
10 weeks The Warn should require
student teaching at more than one
educational level (such as~un?or high
school experience combined with that
of working in the high school) or in
more than one area of science li.e.,
biology and chemistry) If certification
is sought in more than one area The
program should give prospective
teachers experience with a full range
of in-school activities and respon-
sibilities.
Day-to-day supervision of the stu-
dent teacher should be done by an
experienced, master science teacher(s).
University supeIvision should be pro-
vlded by a person having significant
secondary school science teaching
experience. Responsibility for working
with student teachers should be given
only to highly quallfled, committed
Individuals. and close and continuing
cooperation between school and uni-
versity is imperative.
IV. Supportive Preparadon
In Mattes,
stamps, ~d
Computer Use
The program should require com-
petencies in
· mathematics as specified for each
discipline;
· scientific and educational use and
interpretation of statistics; and
· computer applications to science
teaching. emphasizing computer tools
such as: (a) computation. (b) inter-
facing with lab experiences and
equipment. (c) processing informa-
tion, (d) testing and creating models,
and (e) describing processes. proce-
dures. and algorithms.
NATIONAL SCIENCE TEACHERS ASSOCIATION.
1742 CONNECTICUT AVENUE, N.W.. WASHINGTON, D.C. 20009
OCR for page 130
30
APPENDIX C
Standards for Each Secondary Discipline
Biology
I. Rile popgun in biology shoed ret
quire broad study and experiences
with living organisms. These studies
should include use of experimental
methods of Inquiry in the laboratory
and field and applications of biology
to technology and society.
~ The program would require a mini-
mum of 32 semester hours of study in
biology to include at least the equiva-
lent of time semester hours in huh of
the following: zoology, botany, physiol-
oty, genetim ecology, mia~otology, cell
biology/biochemistry, and evolution;
Interrelationships among these areas
should be emphasized throughout.
III. The program should require a
minimum of 16 semester hours of
study in chemistry. physics. and earth
science emphasizing their relation-
ships to biology.
IV. The program should require the
study of mathematics. at least to the
pre calculus level.
V. Lee program of study for preser-
vice biology teacher; should provide
opportunities for studying the tnter-
action of biology and technology and
the ethical and human implications
of such developments as genetic
screening and engineering, cdoning.
and human organ t~nsplantatior~
V{. Bile program should require ex-
p~ences In designing developers and
evaluating laboratory and field tn-
structional activities, and in using
special skills and techniques with
equipment. facilities. and specimens
that support and enhance curricula
and Instruction In biology.
NATIONAL SCIENCE TEACHERS ASSOCIATION,
1742 CONNECTICUT AVENUE N.W.. WASHINGTON D.C. 20009
Representative terms from entire chapter:
semester hours
