Key Science Organizations
·
1857
– The National Education Association
is founded in Philadelphia by forty-three educators with a total membership of
100 educators.
·
1900
– The American Association of
Universities is founded for the purpose of overseeing the competitive
nature of American universities compared to their European counterparts.
·
1916
- The American Educational Research
Association (AERA) is founded, and; the American Federation of Teachers (AFT) is founded.
·
1920
- The National Council of the Teachers
of Mathematics is founded.
·
1944
- The National Science Teachers
Association is founded.
Among the historical
events directly and tangentially shaping the nature of contemporary science
instruction are the transformative demographic changes that modified the target
population of students we serve. When over 3 million immigrants entered the
country in the mid-19th century, educational policy was created to successfully
absorb them into the American fabric. A similarly monumental challenge faces us
today in successfully preparing millions of students of color, who constitute
the new “majority minority” (an oxymoron although accepted in educational
circles) and science and STEM education. Effectively educating students who are
different than the type of students for whom our colleges of education were
initially designed, becomes a primary concern of mathematics, science, and STEM
education. This consideration has important implications in the implementation
of the NGSS over the next five
years.
Addressing this goal
translates into a carefully planned professional development undertaking
concentrating not only on how to teach the Next Generation Science Standards,
but also on how the human brain best encodes, processes, stores, retrieves, and
applies the new 3-D content, practices, and protocols for assessment. In
cognitive science, we recognize that all brains are basically gray and it is
exclusively the gray matter that truly matters in the areas of learning and
memory. However, are there teaching and learning strategies expressed or
implicit in the NGSS that should be underscored in professional development for
classroom practitioners teaching the “new majority” in our schools? When the
new assessment items on the NGSS assessment tools are written and field-tested,
how will the needs of these students be reflected? Hopefully, history is not
poised to repeat itself.
The relationship between
economic prosperity and the successful delivery of science and STEM (science,
technology, engineering, and mathematics) education has become increasingly
apparent to economists, policymakers, and educators. Stephen Priutt, who played
a lead role in crafting the NGSS said, “The need for a quality science
education for all students has never been more critical than it is in the 21st
century.” While the fundamental
principles of science have not changed, how we will teach those principles in
the future has changed. The degree of student engagement in long-term science
investigations, where students take a “deep dive” into the content with new
performance expectations (combining content with claims, evidence, and
reasoning) and enhanced learning outcomes in mind, indeed will differ
dramatically from how students learned science in the past.
In 1865, British
mathematician Charles Dodgson, wrote the children’s tale, Alice’s Adventures in Wonderland, under the pseudonym “Lewis
Carroll.” Well into the story, Alice asks
the Cheshire Cat, “Which way ought I go from here?” The Cheshire Cat responds,
“That depends a good deal on where you want to get to.” When Alice says that
she really doesn’t care where she gets to, the Cheshire Cat informs her that,
“If you don’t know where you’re going, then any road will get you there.”
Equally important, not knowing where we hope to be in science education would
lead us anywhere, including places we have already gone, as well as places at
which we do not wish to be. The path formed by scientific discoveries, public
policy, and educational psychology over this vast time period have taken us to
where we currently are in science education. Fortuitously, with the Next
Generation Science Standards we know where we are headed, we know how we will
get there, and we have established the benchmarks tell us that we have indeed
arrived.