NJSSA POSITION STATEMENT: ELEMENTARY SCIENCE EDUCATION

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Science studies and initiatives strongly advocate the importance of elementary science education. It is readily accepted that if the performance of American students in science is to improve at the high school level, we must greatly improve elementary science education.

In order to accomplish National Education Goal number four (by the year 2000, U.S. students will be first in the world in mathematics and science achievement), more emphasis by school districts must be placed on elementary science education. In the overall plan for improving science education, elementary science education should not take a back seat. In fact, Project 2061, State Systemic Initiatives (SSI), New Jersey Science Standards and also the National Science Education Standards directly (or indirectly) advocate the importance of improving elementary science education.

In order for the state of New Jersey to achieve its goal in elementary science education, the following must occur in grades K-8: students should take a science course daily, science courses must be developed that incorporate “hands on – minds on” experiences, as well as lecture; “inquiry science teaching”  must be stressed; appropriate science supplies must be available; adequate science facilities must exist; students must be taught science by instructors who have taken college level science courses; and appropriate funds must be allotted for elementary science in individual schools and districts’ budgets.

The New Jersey Science Education Leadership Association, realizing the importance of elementary science education and the need for improvement in elementary science education, strongly recommends and supports the following:

1. The science curriculum must be consistent with the New Jersey and national science content standards, goals, and objectives.
2. A science curriculum must exist that will help students develop confidence to engage in independent thinking and foster positive attitudes towards science and scientists.
3. District curriculum guidelines must specify at least 30 minutes of science daily and a minimum of 60 percent of the science instruction time must be devoted to “hands on – minds on” activities.
4. Instructors must base their teaching on process and inquiry skills such as observing, classifying, measuring, interpreting data, and proposing hypotheses and conclusions.
5. A science curriculum must be “hands on – minds on,” process oriented and inquiry based (whereby students are encouraged to think rather than memorize a large number of facts).
6. Teachers must attend safety workshops and learn laboratory safety rules (and these rules and / or guidelines must be reviewed with students frequently).
7. Teachers must be afforded the opportunity (and be expected to participate in) at least one science workshop per year. This workshop must be scheduled for the equivalent of a complete school day (this is considered to be a “bare minimum”).
8. Sufficient funds must be placed in the district budget so elementary teachers of science may attend state science conventions and / or workshops.
9. The school building must be designed and equipped so that teachers and classes have access to at least one room that contains adequate facilities and supplies for “hands on – minds on” science.
10. Sufficient science supplies must be available for each grade level.
11. A science specialist must be available to assist all teachers in each building with “hands on – minds on” science lessons and materials.
12. A science aide should be available to help teachers organize materials, replenish materials, and “set up” the science laboratory.
13. A science supervisor or science leader must be available to coordinate, integrate, and articulate the science program.
14. The principal must assume a strong leadership role in supporting and implementing the science program. They should attend workshops and other professional development programs in science education.