Report on "Science Education: Accomplishments and Needs" "Science Education: Accomplishmentsand Needs, A Working Paper," has beendeveloped by acommitteof the National kience Teachers Auocialion to update School Science ond Education for the Seuenties. Members of the committee, chaired bv Marv Budd Howe. were John M. Akev. Richard C. Clarke. James V. De Rose. Linda K. Froachauer. Svlvia K. Shuerue. ~ o h e r t Silher. ~. and Doris A. ~ r o i e a k . ~ ho m e e r summariks nast and oresent aims of science edu&&n. describes th; present state of science education, and makes rtn,mmendatims for the future. A separate repurt in Appendix 2 discusses the importance of the teacher in science education. A lengthy art of references ia included. Aims of science education have changed little since 1947 when emphasis was placed on mncepts, problem-solving skills, attitudes, and the "big ideas" of science. Although achievement in curriculum development has been outstanding in the past 20 years, the authors suggest that new materials are needed t o put into practice what has been learned about cognitive development in this time span. Concern is expressed that many stude&s, especially a t the secondary level, are studying topics which are not appropriate for their developmental level. Recommendations for new curricula include more emphasis on laboratory investigations to provide first hand experience and opportunities for creativity. Courses which relate science t o human values and interdisciplinary courses are also needed a t the secondary level. Although development of curricula is emphasized, another chief concern of the authors seems t o be the preparation of the teacher in the classroom. In Appendix 2 it is stated that, "within any classrmm the science taught is dependent primarily on what the individual teacher believes, knows, and does. Numerous studies indicate that the type of instrudion does affect student learning and that the teacher is the most important instructional variable."To improve the quality of instruction it is recommended that preservice education of teachers and certification procedures be carefully scrutinized. The education of science teachers should equip them with the skills necessary to develop concepts and emphasize inquiry. Inservice education should be thought of 8s a continuous process to keep the classroom teacher current in content and methods. Indeed the authors suggest that "quality inservice education is the most important factor in the health of science teaching as a whole and the
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In addition to improvements in curriculum and preparation of more effective classroom teachers there is a need for research on a variety of topics. Both long term studies and replication studies are lacking. However, better communication techniques must also he developed or the research will have little effect on instruction. Although the tone of this document is basically pessimistic concerning the state of present science education practices many recommendations are given to improve the situation in the future. Anyone who is interested in the accomplishments and needs of science education could profitably spend a couple of hours reading this paper. .J. Smith Patricia -
Air Academy High School USAFA. CO 80840
Volume 57, Number 10, October 1980 1 733
