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science
for Ail
Children
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Pro sect Sponsors
National Science Foundation
U.S. Department of Education
Bayer Foundatior~
Bristol-Myers Squibb Foundation, Inc.
Digital Equipment Corporation
The Dow Chemical Company Foundatior~
Hewlett-Packarcl Company
This projects, in part,
National Nation
Opinions expr~~o~f the authors
and not pieced-tl-~ Foundation
'" '( ;''"' 2^'$ ')
X :::~5::
This material is based upon work sup
ported by the National Science Founda
tion under Grant No. TPE-9153780. Any
opinions, findings, and conclusions or
recommendations expressed in this ma
terial are those of the authors and do
not necessarily reflect the views of the
National Science Foundation.
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science
for At!
children
A Guicle to
Improving Elementary
Science Education
in Your School District
NATIONAL SCIENCE RESOURCES CENTER
NATIONAL ACADEMY OF SCIENCES · SMITHSONIAN INSTITUTION
NATIONAL AtADEMY PRESS
Washington, DO 1997
OCR for page R4
National Academy Press, 2101 Constitution Avenue, N.W., Washington, DC 20418
The views expressed in this book are solely those of its contributors and do not
necessarily reflect the views of the National Academy of Sciences or the Smith-
sonian Institution.
Library of Congress Cataloging-in-Publication Data
Science for all children: a guide to improving science education in
your school district / National Science Resources Center, National
Academy of Sciences Lands Smithsonian Institution.
p. cm.
Includes bibliographical references and index.
ISBN 0-309-05297-1
1. Science Study and teaching (Elementary)-United States.
2. Science-Study and teaching (Elementary) United States-Case
studies. 3. Problem-based learning United States. 4. Problem-
based learning United States Case studies. I. National Science
Resources Center (U.S.)
LB1585.3.S388 1996
372.3 5 04~dc20
9~33372
CIP
Printed in the United States of America
(I) 1997 by the National Academy of Sciences. All rights reserved. No
part of this book may be reproduced by any mechanical, photo-
graphic, or electronic process, or in the form of a phonographic
recording, nor may it be stored in a retrieval system, transmitted, or
otherwise copied for public or private use without permission in
writing from the publisher, except for the purposes of official use by
the U.S. government.
National Science Resources Center
Arts and Industries Building
Room 1201
Smithsonian Institution
Washington, DC 20560
Douglas Lapp, Executive Director
Sally Goetz Shuler, Deputy Director for
Development, External Relations,
and Outreach
Evelyn M. Ernst, Information
Dissemination Director
Patricia K Freitag, Science and Technology
for Children Project Director
Dean Trackman, Publications Director
Science for All Children Staff
Marilyn Fenichel, Project Director
Linda Harteker, Development Editor
Cynthia Allen, Editor
Max-Karl Winkler, Cover Illustration
National Academy Press
Sally Stanf~eld, Editorial Coordination
Francesca Moghari, Art Director
Linda C. Humphrey, Book Design
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Contents
Foreword
Preface
Acknowledgments
Introduction
Part ~
Building a Foundation for Change
Chapter 1 The Value of Science Education /7
Chapter 2 How Children Learn / 2~
Chapter 3 Sharing the Vision of Exemplary Elementary Science / 32
Chapter 4 Planning for the New Elementary Science Program / 39
Pa" 2
The Nuts and Bolts of Change
Chapter 5 Criteria for Selecting Inquiry-Centered Science
Curriculum Materials / 63
Chapter 6 Professional Development for Inquiry-Centered
Science /76
Chapter 7 Establishing a Science Materials Support Center /89
Chapter 8 Assessment Strategies for Inquiry-Centered Science / loo
Chapter 9 Building Support for the Science Program / ~22
v
vii
ix
xi
5
61
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Contents
Part 3
Inquiry-Centered Science in Practice
Introduction / ~35
Montgomery County, Maryland / ~38
A Large Suburban School District Works to Build a Cadre of Effective
Elementary Science Teachers
Spokane, Washington / ~ 46
A City School District Struggles to Put the Pieces Together
East Baton Rouge Parish, Louisiana / ~3
Corporate Partnership and an Emphasis on Strong Professional
Development Spearhead Reform Efforts
Cupertino, California / ~ ,8
A Small School District Builds a Strong Corporate Partnership
Huntsville, Alabama / i6¢
A Univ~rsity-School Distal ct Partnership Creates a Mu ltidistrict
Program Step fly Step
Pasadena, California / ~ 7~
Pasadena Develops a Modelfor '[each~r-Scientist Partnerships
San Francisco, California / ~ ~
A University Works Collaboratively with a City School District
Green Bay, Wisconsin / ~84
The Einstein Project Builds a Science Program Through Community
Partnerships
Epilogue
Notes
Appendix A Professional Associations and U.S. Government
Organizations
Appendix B Exemplary Elementary Science Curriculum
Materials
Index
Credits
National Science Resources Center Advisory Board
V1
133
191
193
196
214
216
222
224
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Foreword
r ~
~ he National Science Education
Standards was published recently by the National Research Coun-
cil, the operating arm of the National Academy of Sciences anct
the National Academy of Engineering. That consensus document,
four years in the making, is designed to help the country reach an
important national goal achieving scientific literacy for all stu-
dents in the List century. As the Standards reminds us, "scientific
literacy enables people to use scientific issues and processes in
making personal decisions and to participate in discussions of sci-
entific issues that affect society."
The National Science Education Standards present a bold vi-
s~on of a new science education system. They identify what high
school graduates should understand and be able to do. They de-
scribe conditions that schools must create to ensure that all students
have the opportunity to learn and all teachers have the opportunity
to teach. They emphasize the importance of transforming schools
into educational communities where students actively engage in sci-
entific inquiry as a way to gain knowledge and an understanding of
the world. And they stress the importance of schools and school sys-
tems in which teachers are supported and empowered to make cle-
cisions that are crucial for effective learning.
In many school districts nationwide, scientists have assumed
a key role in science education reform. Through partnerships with
academic institutions and corporations, those scientists have as-
sisted teachers behind the scenes and in the classroom. The Stan-
dards envision an education system that invites a greatly increased
involvement of scientists and other members of the community in
constantly improving the system as a whole.
vii
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Foreword
As school districts undertake the challenge of implementing
the recommendations in the National Science Education Stan-
dards, they can benefit by modeling their efforts on the extensive
work the National Science Resources Center (NSRC) has done in
reforming elementary science education in school districts across
the nation. Science for All Children: A Guide to Improving Elementary
Science Education in Your SchoolDistr~ct presents the NSRC's strategic
planning model for bringing about districtwide elementary sci-
ence reform.
The NSRC has made many significant contributions to sci-
ence education reform since its inception in 1985. In addition to
developing the Science and Technology for Children program, an
inquiry-centerecl science curriculum for grades 1 through 6, the
NSRC has been active in other areas of science reform including
. . ~ . . . .
disseminating intormahon on science teaching resources, prepar-
ing school district leaders to spearhead science education reform,
and providing technical assistance to school districts. These pro-
grams have had a significant impact on science education in many
school districts throughout the country.
The NSRC's sponsoring organizations, the National Academy
of Sciences and the Smithsonian Institution, take great pride in
the publication of this book. The transformation of science edu-
cation in America to enable all children to achieve scientific liter-
acy is a challenging task, and it will require strategic thinking
throughout the next clecade. The well-tested plan of action con-
tained in this book will help make this task easier, and it should be
welcomed by all those interested in improving the science educa-
tion of elementary school children.
Bruce M. Alberts
President
National Academy of Sciences
...
Vlll
I. Michael Heyman
Secretary
Smithsonian Institution
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Preface
On behalf of the National Science
Resources Center (NSRC), I am pleased to introduce readers to
Science for All Children: A Guide to Improving Elementary Science Edu-
cation in Your School Distal ct. This book is a flagship publication for
the NSRC. It marks the first time that the NSRC's mode] for sci-
ence education reform has been published en cl disseminated
widely.
The NSRC's model is based largely on experience gleaned
from two primary sources. The first is the accomplishments of pi-
oneering school districts that put effective elementary science pro-
grams in place in the 1970s and 1980s; the second is the NSRC's
own work with school districts through our Elementary Science
Education Leadership Institute program. Through these efforts,
we have learned that it is essential to view the science program as
a cohesive system that includes the following key elements: a re-
search-based, inquiry-centered science curriculum; professional
development; materials support; appropriate assessment strate-
gies; en cl community and administrative support. These elements
must work together to create an interdependent system. The sys-
tem can be moclifiecI to meet the needs of all kincis of school ctis-
tricts large and small, urban and rural. To illustrate the moclel's
flexibility, the book includes eight case studies showing how dif-
ferent communities have adapted these elements to meet their
specific needs.
Through the development of the Science and Technology for
Children curriculum, we have also learned much about the
process school districts engage in as they undertake an extensive
science education reform effort. Our field-testing program has
-
ix
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Preface
provided curriculum developers with numerous opportunities to
visit school districts in the early stages of reform and to discuss with
them the challenges they have encountered. This feedback en-
abled us to significantly improve the quality of our science mod-
ules. It also reminded us that reform is difficult and time-consum-
ing. For this reason, school districts benefit enormously from the
support of organizations like the NSRC.
We have written this book for these and other school districts
committee! to acting now to build an inquiry-centered science
program. Experience has shown that while enthusiasm is often the
initial catalyst, the school districts that are familiar with the issues
surrounding reform move forward most effectively. This book pre-
sents basic information about the philosophy underlying our re-
form model, how to engage in a strategic planning process, and
how to establish and maintain each critical element of the science
program. Our hope is that school districts will find that the book
helps them clefine an effective model for science education re-
form and (develop a strategic plan to implement the model. The
book also provides specific suggestions for overcoming challenges
that may arise.
This book is not intended to be a research document or an
exhaustive summary of the literature. Its primary goal is to stimu-
late change in the way elementary science is taught nationwide.
Readers are encouraged to consult other publications, including
those listed at the end of each chapter, that provide further details
on particular aspects of science education reform.
We would like to thank the NSRC's parent institutions, the
National Academy of Sciences and the Smithsonian Institution,
for their vision en cl support in helping the NSRC undertake this
project. We look forward to hearing from users of the book about
its effectiveness, along with any suggestions they may have for its
improvement.
Douglas Lapp
Executive Director
National Science Resources Center
x
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Achnowiedgments
S cience for All Children has been a
complex undertaking and a rewarding one. The National Science
Resources Center (NSRC) would like to express its grantucle to the
numerous federal agencies, private foundations, and corporations
that supported this project. They include the National Science
Foundation, the Smithsonian Institution, the U.S. Department of
Education, the Bayer Foundation, the Bristol-Myers Squibb Foun-
danon, Inc., the Dow Chemical Company, the Digital Equipment
Corporation, and the Hewlett-Packard Company. The NSRC Advi-
sory Board also provided guidance and direction for the project.
Board members are listed at the end of the book.
Work on ScaenceforAI! Children began in 1993, when the NSRC
held a brainstorming meeting to conceptualize the publication, at
that ome referred to as a Guide to Action. Many of the participants
at that meeting were asked to submit white papers, which served
as builcling blocks for this book. The efforts of these contributors,
who are listed below, are gready appreciated.
Judi Backman
Math/Science Coordinator, Highline
Public Schools, Seattle, Wash.
L. 1. Benton
Program Officer, National Science
Resources Center, Washington, D. C.
loYce Dutcher
Instructional Coordinator; Fort Bend
Independent SchoolDistrict, Sugar Land,
Texas
Xl
Robert Fitch
Senior Vice President (retiredJ, Research
and Development, S.C. Johnson Wax,
Racine, Wis.
Mary Kelly
Science Consultant K-6, Hinsdale School
District, Hinsdale, III.
Michael Klentschy
Superintendent, El Centro School District,
El Centro, Calif:
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:
Acknowledgments
Richard McQueen
Specialist, Scaence Education, Alpha High
School, Gresham, Ore.
Harold Pratt
Director; Division of K-2 Policy and
Practice, Center for Scaence, Mathematics,
and En~nemng Education, National
Research Councal, National Academy of
Sciences, Washington, D. C.
Joseph Premo
Scaence Consultant (retired), Minneapolis,
Minn.
Lawrence Small
Scaence Coordinator (retired), Schaumburg
School District, Schaumbur$ III.
Susan Sprague
Director; Scaence and Socaal Studies, Mesa
Public Schools, Mesa, Adz.
Emma Walton
Program Director; Presidential Awards,
National Science Foundation, Arlington, Va.
Many NSRC staff members contributed to the writing of this
publication, which was developed under the direction of NSRC
Executive Director Douglas Lapp and NSRC Deputy Director
Charles HardY. Snecial thanks go to Maril,vn Fenichel, Project Di-
rector, who conceptualized, researched, and wrote the book.
Linda Harteker served as development editor for the manuscript
and also wrote three case studies. Her experience, humor, and
support contributed greatly to the completion of the project. Bar-
bara Johnson, Research Associate, assisted in the development of
the chapter on criteria for selecting inquiry-centered science cur-
riculum materials. Katherine Darke, Administrative Assistant, and
Lynn Miller, Writer/Editor, worked on the case studies. David
Stein, Editorial Assistant, compiled the materials for the appen-
dixes. Cynthia Allen did a careful and thorough copyedit of the
final manuscript and helped further refine it. Evelyn Ernst, Infor-
mation Dissemination Director, and Dean Trackman, Publications
Director, provided insightful feedback and support throughout
the development and writing process.
The NSRC also acknowledges the efforts of 22 reviewers who
critiqued a preliminary draft of the manuscript at an important
stage in its development. The reviewers' thoughtful comments en-
couraged NSRC staff to rethink some of the ideas in the manu-
script, as well as the amount of information we chose to include.
We appreciate the thought and care that went into their reviews.
These reviewers are listed on the next page.
_ , ~
or
XIl
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Acknowledgments
Judi Backman
Math/Science Coordinator, Highline
Public Schools, Seattle, Wash.
John W. Collette
Director, Scientific Affairs, E. I. du Pont de
Nemours ~ Company, Du Pont
Experimental Station, Wilmington, Del.
Joyce Dutcher
Instructional Coordinator, Fort Bend
Independent School District, Sugar Land,
err
l exas
Hubert M. Dyasi
Director, The Workshop Center, City College
School of Education (The City University
of New York), New York, N.
George Hein
Director, Program Evaluation and
Research Group, Lesley College,
Cambridge, Mass.
Richard Hinman
Vice President (retiredJ, Research and
Development, Pf zer Central Research,
Groton, Conn.
Kathleen Holmay
Public Information Consultant, Kathleen
Holmay ~ Associates, Kensington, Md.
Mary Kelly
Science Consultant K-6, Hinsdale School
District, Hinsdale, Ill.
Michael Klentschy
Superintendent, El Centro School District,
El Centro, CaliJ:
Sabra Lee
Senior Research Assistant, Program
Evaluation and Research Group, Lesley
College, Cambridge, Mass.
Sarah A. Lindsey
Science Coordinator K-12, Midland
Public Schools, Midland, Mich.
Lawrence F. Lowery
Principal Investigator, Full Option Science
System, Lawrence Hall of Science, Universi-
ty of California, Berkeley, Calif:
Richard McQueen
Specialist, Science Education, Alpha High
School, Gresham, Ore.
Carlo Parravano
Director, Merck Institute for Science
Education, Rakway, N.jr.
Harold Pratt
Director, Division on K-12 Policy and
Practice, Centerfor Science, Mathematics,
and Engineering Education, National
Research Council, National Academy of
Sciences, Washington, D. C.
Diana Rigden
Director of 'reacher education Programs,
Councilfor Basic Education, Washington,
D.C.
Lawrence Small
Science Coordinator '(retired:), Schaumburg
School District, Schaumbur$ Ill.
Susan Sprague
Director, Science and Social Studies, Mesa
Public Schools, Mesa, AriJz.
Nancy Thomas
Contributions Manager, Hewlett-Packard
Company, Palo Alto, Calif:
Emma Walton
Program Director, Presidential Awards,
National Science Foundation, Arlington, Va.
Karen Worth
Principal Investigator, Education
Development Center, Newton, Mass.
John Wright
Project Investigator, Hands-On Activity
Science Program, University of Alabama,
Huntsville, Ala.
...
x'''
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