provocative opinion The Role of Scientists in the Improvement of Science Education James H. Swinehart University of California, Davis, CA 95616 The state of science education has been a suhject of increasing concern, and numerous articles have appeared as to how the process can he improved. From my experience as a university faculty member for over 25 years and a particioant in numerous interactions with Dersons involved in ~ r i mary and secondary education, I w d d like to add the followine comments pertainine to the state of science education A d its improvement. By and large students graduating from high school and entering tertiary educational programs are poorly prepared in science because scientists, who have a mature view of scientific concepts and know which subjects should he taught, have taken little or no interest in science programs a t the primary and secondary levels. Why? Because there is no reward for doing so. These scientists have by and large left the development of science programs in the hands of science educators, who understand the methodology for teaching science but do not necessarilv know science from their own experience. T o substantiate this statement, one only needs t o examine the make-up of panels that formulate science curricula for state boards of education. I think this ahdication of responsibility has contributed greatly to the current state of science education in America. Scientists have to take an active interest in science education a t all levels and become leaders in the development of science programs. Some scientists have done just that, hut science curricula are developed a t the state level and are interpreted a t the school district level. More voices are needed toaccomplish the task. What can he done to chanee the situation? Before lookine strategy for science programs, we, as scientists, at a should take into account three noints. First. the current state of science education is not
