Background

               When you see...
                  That flowers don't grow when it snows,
                  That all kites need a wind that blows,
                  Some birds are red, some blue, some brown,
                  And a wheel, to roll, must be round,
                                   That's science.

                            (Evelyn Smith, Kindergarten Teacher, 
                             as quoted in McIntyre, 1984)

Bringing state-of-the-art science instruction to students in grades K-8 is a high priority. There is a greater appreciation of the fact that if we are going to bring quality science education to all students, produce science literate citizens, and meet the national education goal to be first in the world in science achievement, we must begin with the early school experiences of children.

A comprehensive reform of the science curriculum, and ways of teaching and assessing science instruction, is underway. This reform has been characterized as "deep, widespread, and serious." It is systemic, requiring that all parts of the system be partners in change. It is occurring at the national level, in the states, in schools, and in individual classrooms. Teachers, as well as administrators, policymakers, and community members, have a vital role to play in furthering reform. To truly change science education, a widespread effort is required.

This reform builds on the experience of the post-Sputnik activities of the 1960's and 70's, with a strong emphasis on development of new curricular materials following a discovery or inquiry approach. Studies have shown that the new curricula were generally more effective than traditional programs in improving student performance on cognitive measures and raising attitudes about science. But they did not get into the classrooms and did not have the benefit of the more recent insight into children's need to make sense of science. Developments in cognitive sciences in the last decade have provided new perspectives on learning that have major implications for instruction and serve as a research base to drive the current reform.

There are some promising new curriculum projects which have been developed to take advantage of recent knowledge of how children learn. For example, the National Science Foundation has recently supported major elementary school materials development programs (National Science Foundation, 1993). Some of these have an interdisciplinary emphasis as well, and some involve technology following a science/technology/society focus. Other promising elementary curriculum programs are under development that encourage understanding of scientific concepts. Museums and other informal science education resources which often include classroom materials are readily available to teachers.

A part of the new approach stresses less coverage of topics to achieve greater depth of understanding. But this approach assumes that science instruction will be prominent in the curriculum of primary and upper elementary grades. It takes time for students to develop understanding in this new way of instruction.

The U.S. Department of Education would like to share ideas drawn from research and promising practice in science education. These ideas are addressed specifically to educators, but we believe they are important to anybody concerned with science education in elementary, middle, and junior high schools. They include families and other concerned adults, as they have an important role in our children's science learning and can provide support at home and in the community for improved science education.
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[Science is for all students.]