National Academies Press: OpenBook
« Previous: Front Matter
Suggested Citation:"Introduction." National Research Council. 1998. Every Child a Scientist: Achieving Scientific Literacy for All. Washington, DC: The National Academies Press. doi: 10.17226/6005.
×

Introduction

The astronomer Carl Sagan once said, "Everybody starts out as a scientist. Every child has the scientist's sense of wonder and awe." Sustaining this sense of wonder presents teachers, parents, and others close to children with a tremendous responsibility—and an extraordinary opportunity.

Parents and other adults can improve the quality of education in many different ways. This booklet is for those who want to take an active role in improving the science program in their schools. The National Science Education Standards, published in 1996 by the National Research Council, can be an important guide in realizing this goal. The Standards call for a kind of science education that is rare in science classrooms. While focusing on key scientific concepts, the Standards also stress the importance of how students learn. Students need to be able to ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. Students' learning needs to be assessed in ways that further their mastery of science. All students need supportive educational programs and systems that nurture achievement.

The first section of this booklet argues that science should be a part of all students' education. The second section provides a vision of the curriculum and teaching in a classroom where students can gain the understanding of science and technology that they

In a rapidly changing, increasingly technological world, all students need to understand science and technology. Teachers and administrators increasingly need parents and other members of the community to become partners in making sure our children know what they need to know.

Suggested Citation:"Introduction." National Research Council. 1998. Every Child a Scientist: Achieving Scientific Literacy for All. Washington, DC: The National Academies Press. doi: 10.17226/6005.
×

need in today's society. Sections three and four outline how the Standards can help improve the quality of the science being taught and how it is assessed. The last section suggests what you can do to become a partner in improving science teaching and learning in your school.

As you read this booklet, consider what you can do to boost the quality of science education in your community. You might be able to raise this matter with your local parent-teacher association, talk to your child's science teacher, or become involved in establishing school policy at the district level. Your commitment—and help—are key. Your input can help make the difference between a mediocre science program and a world-class science education.

In a rapidly changing, increasingly technological world, all students need to understand science and technology. Teachers and administrators increasingly need parents and other members of the community to become partners in making sure our children know what they need to know.

Suggested Citation:"Introduction." National Research Council. 1998. Every Child a Scientist: Achieving Scientific Literacy for All. Washington, DC: The National Academies Press. doi: 10.17226/6005.
×
Page 1
Suggested Citation:"Introduction." National Research Council. 1998. Every Child a Scientist: Achieving Scientific Literacy for All. Washington, DC: The National Academies Press. doi: 10.17226/6005.
×
Page 2
Next: Why Do We Need Science, Anyway? »
Every Child a Scientist: Achieving Scientific Literacy for All Get This Book
×
Buy Paperback | $15.00 Buy Ebook | $12.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

As more schools begin to implement the National Science Education Standards, adults who care about the quality of K-12 science education in their communities may want to help their local schools make the transition. This booklet provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured.

Center for Science, Mathematics, and Engineering Education Staff; 1998, 32 pages, 8.5 x 11, single copy, $10.00; 2-9 copies, $7.00 each; 10 or more copies, $4.50 each (no other discounts apply).

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    Switch between the Original Pages, where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

    « Back Next »
  6. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  7. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  8. ×

    View our suggested citation for this chapter.

    « Back Next »
  9. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!