Vision
The content of these standards is based heavily on a specific model of learning, constructivism (learning theory). Like reform mathematics, which is distinguished by an emphasis on building on what a child already knows and understands, the standards intend to update the methods of science education to achieve greater effectiveness with children. The goals of the standards include:
- An outline of what students need to know, understand, and be able to do
- Targets for scientific literacy at different grade levels
- All students demonstrate high levels of performance
- Teachers are empowered to make the decisions essential for effective learning
- Communities of teachers and students are focused on learning science
- Educational programs and systems nurture achievement
The intended purpose of the standards is to define teaching methods which apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science, recognizing that different students will achieve understanding in different ways, and some students will achieve different degrees of depth and breadth of understanding depending on interest, ability, and context. However, the standards expect that all students can develop the knowledge and skills described in the standards.
The goal of scientific literacy includes inquiry, history and nature of science, personal and social perspectives of science, science, and technology, in addition to the science domains of life science, physical science, and earth and space science. Programs defined according to these standards should be developmentally appropriate, interesting, and relevant to students’ lives.
Read more about this topic: National Science Education Standards
Famous quotes containing the word vision:
“A novel is a mirror carried along a high road. At one moment it reflects to your vision the azure skies at another the mire of the puddles at your feet. And the man who carries this mirror in his pack will be accused by you of being immoral! His mirror shews [sic] the mire, and you blame the mirror! Rather blame that high road upon which the puddle lies, still more the inspector of roads who allows the water to gather and the puddle to form.”
—Stendhal [Marie Henri Beyle] (1783–1842)
“I’ve been cursed for delving into the mysteries of life. Perhaps death is sacred, and I’ve profaned it. Oh, what a wonderful vision it was. I dreamed of being the first to give to the world the secret that God is so jealous of, the formula for life. Think of the power, to create a man. And I did, I did it, I created a man. And who knows, in time I could have trained him to do my will. I could have bred a race, I might even have found the secret of eternal life.”
—William Hurlbut (1883–?)