5 problems by using academic standards
Answers
Answer:
Step-by-step explanation:
1. Are science education standards always in the best interests of students?
2. Does an emphasis on prescribed standards further marginalize at-risk students?
3. Should science teachers always tailor their courses and teaching to match science education
standards?
4. And, most importantly, do prescribed standards enhance teaching and learning about science?
Are States’ Science Education Standards Always in the Best Interests of Students?
Although most sets of state science-education standards acknowledge that science is a process, the
standards and their accompanying assessments typically emphasize scripted, pre-packaged content
(e.g., definitions, facts) rather than process (see discussion in Arey, 2002). As a result, there are many
valuable experiences that don’t match any particular standard. Consider, for example, a field trip to a
pond or lake. Since such local science activities do not match any specific standard, is the field trip a
“wasted day”? Similarly, is a walk through woods to see mushrooms and bryophytes in their natural
environment (rather than as pickled specimens in jars or as drawings on a wall chart) a wasted day?
Although these and other highly-scripted activities often don’t match any standard, they can
nevertheless be invaluable and memorable learning experiences for science students and teachers.