Science Instruction: An Endangered Species
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| Title: | Science Instruction: An Endangered Species |
|---|---|
| Language: | English |
| Authors: | Conderman, Greg, Woods, C. Sheldon |
| Source: | Kappa Delta Pi Record. Win 2008 44(2):76-80. |
| Availability: | Kappa Delta Pi. 3707 Woodview Trace, Indianapolis, IN 46268-1158. Tel: 800-284-3167; Tel: 317-871-4900; Fax: 317-704-2323; e-mail: pubs@kdp.org; Web site: http://www.kdp.org/publications/kdprecord/index.php |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Science, Educational Opportunities, Science Instruction, Teaching Methods, Science Curriculum, Educational Resources, Integrated Curriculum, Science Achievement, Educational Philosophy, Educational Development, Science Education, Persuasive Discourse |
| Geographic Terms: | United States |
| Laws, Policies and Program Identifiers: | No Child Left Behind Act 2001 |
| ISSN: | 0022-8958 |
| Abstract: | In light of the importance science plays in people's lives and society, it is perplexing to observe the minimal attention given to science instruction--especially in the elementary grades. Though some information presented here is not new, the authors' intent is to stimulate a dialogue about effective elementary science instruction by offering a perspective of science, emphasizing the importance of teaching science, and providing resources for elementary science instruction. This dialogue is especially timely with the passage of the No Child Left Behind Act (NCLB), recent advances in science and technology, and comparisons of science education and science opportunities in the United States with other countries. Due to its recent scientific decline, America is beginning to lose ground with other nations regarding science research funding, educational opportunities, and product development. Until educators, researchers, and policy makers establish a new science curriculum in response to this national decline, science educators can keep science a priority by discussing and reflecting on their instructional practices. In light of America's recent scientific decline, the authors suggest that teaching elementary science should be an imperative. They present some suggestions for integrating science into various curricular areas. (Contains 1 figure.) |
| Abstractor: | ERIC |
| Number of References: | 24 |
| Entry Date: | 2010 |
| Access URL: | https://www.kdp.org/publications/archives/recordw08.php |
| Accession Number: | EJ882487 |
| Database: | ERIC |
| Abstract: | In light of the importance science plays in people's lives and society, it is perplexing to observe the minimal attention given to science instruction--especially in the elementary grades. Though some information presented here is not new, the authors' intent is to stimulate a dialogue about effective elementary science instruction by offering a perspective of science, emphasizing the importance of teaching science, and providing resources for elementary science instruction. This dialogue is especially timely with the passage of the No Child Left Behind Act (NCLB), recent advances in science and technology, and comparisons of science education and science opportunities in the United States with other countries. Due to its recent scientific decline, America is beginning to lose ground with other nations regarding science research funding, educational opportunities, and product development. Until educators, researchers, and policy makers establish a new science curriculum in response to this national decline, science educators can keep science a priority by discussing and reflecting on their instructional practices. In light of America's recent scientific decline, the authors suggest that teaching elementary science should be an imperative. They present some suggestions for integrating science into various curricular areas. (Contains 1 figure.) |
|---|---|
| ISSN: | 0022-8958 |
