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OCR for page 135
Introduction
In Parts 1 and 2, we described the
rationale behind inquiry-centered science en cl the live elements
that make up the National Science Resources Center's (NSRC)
mode! for elementary science education reform at the district
level. One question remains: Does this mocle! work?
The answer to this question lies in Part 3: Inq~ury-Centered
Science In Practice, which explores how the model for science ed-
ucation reform is being implemented in communities throughout
the country. We have selected eight programs that reflect the di-
versity of science education reform efforts nationwide. These pro-
grams are grouped uncler four categories.
Programs Initiated by School Districts
Montgomery County Public Schools, Rockville, MarylancI
Spokane School District 81, Spokane, Washington
Programs Involving Corporate Partnerships
East Baton Rouge Parish Public School System in partnership
with the Dow Chemical Company, Midland, Michigan ~
Cupertino Union School District in partnership with Hewlett-
Packard Company, Palo Alto, California
135
OCR for page 136
Inquiry-Centered
Science
in Practice
Programs Initiated Through Partnerships with University Scientists
· Hands-on Science Program, Huntsville, Alabama, a consor
tium of school districts in partnership with the University of
Alabama at Huntsville
· Pasaclena Unified School District Science Program, formerly
Project SEED (Science for Early Educational Development),
in partnership with the California Institute of Technology,
Pasadena, California
· City Science, a partnership between the University of Califor
nia, San Francisco, and the San Francisco Unifiecl School Dis
trict, San Francisco, California
Programs Initiated by Consortia Serving Several School Districts
· Einstein Project, Green Bay, Wisconsin
These case studies illustrate several of the possible approach-
es for communities interested in implementing inquiry-centered
science programs. Representatives of most of these programs were
participants in the NSRC's Elementary Science Leadership Insti-
tute program, where they were introducecl to resources, such as
exemplary curriculum materials and professional development
moclels. In addition, participants were able to benefit from the ex-
pertise of experienced science educators who hac3 successfully in-
troduced inquiry-centerec3 elementary science into their school
districts. These leadership experiences often proved to be turning
points in the development of these programs.
The case studies demonstrate some similarities among the
programs. All share a commitment to the five critical elements
of an effective elementary science program. Other themes,
such as the importance of leadership, the role of scientists in re-
form, and the contributions corporations can make, are also
common threads from story to story. What varies are the pace
of implementation and the relative emphasis given to particu-
lar elements.
136
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Introduction
Each story ends with a section called "Lessons Learned."
These points distill what the program staff have learned from their
work thus far. Our hope is that communities just starting out will
benefit from the experience of others and be encouraged to move
forward with their own reform efforts.
137
Representative terms from entire chapter:
school districts
