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The emphasis for science education is on both knowing” (Knowledge – NJ Standards 5.6-5.12) and “doing” (Process – NJ Standards 5.1-5.5).
It therefore follows that not only are students to develop a solid scientific foundation forged in content, but also and equally as important, an ability to function in a laboratory setting doing “hands-on and minds-on” science. The standards require that students be capable and comfortable in a laboratory setting.
The National Science Education Standards as developed by the National Research Council and the New Jersey Science Standards and the New Jersey Curriculum Framework as developed with the New Jersey Department of Education have followed closely these recommendations for success.
Science For All Americans, Project 2061 calls for systemic changes in science education that will completely renovate what students are expected to know and do in order that they succeed in a society where change is commonplace.
Science education has ushered in the 21st Century in pursuit of goals which began with a vision initiated by The American Association for the Advancement of Science (AAAS).
Skills for ‘solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing life-long learning’ are to be mastered through the “new” curricula.
Performance assessment of students achievement is also changing to include “authentic” measurements requiring students to apply scientific knowledge and reasoning to real world situations.
The quest of science educators for this century is to prepare students who are scientifically literate; i.e., capable of using scientific principles and processes in making decisions, both personally and as a member of a constantly changing society.
In light of this fundamental shift in paradigms, performance assessment must be employed as an integral part of the total science educational package. All pieces of the standards must be in place in order that significant and meaningful changes occur and the standards, in total, are attained. One significant piece; i.e., performance assessment cannot be omitted and have the goals achieved for all students.
It is imperative that performance assessment be included as an important piece o assessing student learning in the classroom, the school district, and the state. Questions or problems with this site, contact webmaster@njsela.org |