United States
In many U.S. states, K-12 educators must adhere to rigid standards or frameworks of what content is to be taught to which age groups. Unfortunately, this often leads teachers to rush to "cover" the material, without truly "teaching" it. In addition, the process of science, including such elements as the scientific method and critical thinking, is often overlooked. This emphasis can produce students who pass standardized tests without having developed complex problem solving skills. Although at the college level American science education tends to be less regulated, it is actually more rigorous, with teachers and professors fitting more content into the same time period.
In 1996, the U.S. National Academy of Sciences of the U.S. National Academies produced the National Science Education Standards, which is available online for free in multiple forms. Its focus on inquiry-based science, based on the theory of constructivism rather than on direct instruction of facts and methods, remains controversial. Some research suggests that it is more effective as a model for teaching science. "The Standards call for more than 'science as process,' in which students learn such skills as observing, inferring, and experimenting. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills."
Concern about science education and science standards has often been driven by worries that American students lag behind their peers in international rankings. One notable example was the wave of education reforms implemented after the Soviet Union launched its Sputnik satellite in 1957. The first and most prominent of these reforms was led by the Physical Science Study Committee at MIT. In recent years, business leaders such as Microsoft Chairman Bill Gates have called for more emphasis on science education, saying the United States risks losing its economic edge. To this end, Tapping America's Potential is an organization aimed at getting more students to graduate with science, technology, engineering and mathematics degrees. Public opinion surveys, however, indicate most U.S. parents are complacent about science education and that their level of concern has actually declined in recent years.
Furthermore, in the recent National Curriculum Survey conducted by ACT, researchers uncovered a possible disconnect among science educators. "Both middle school/junior high school teachers and postsecondary science instructors rate(d) process/inquiry skills as more important than advanced science content topics; high school teachers rate them in exactly the opposite order." Perhaps more communication among edcuators at the different grade levels in necessary to ensure common goals for students.
Read more about this topic: Science Education
Famous quotes related to united states:
“... it is probable that in a fit of generosity the men of the United States would have enfranchised its women en masse; and the government now staggering under the ballots of ignorant, irresponsible men, must have gone down under the additional burden of the votes which would have been thrown upon it, by millions of ignorant, irresponsible women.”
—Jane Grey Swisshelm (1815–1884)
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—H.L. (Henry Lewis)
“And hereby hangs a moral highly applicable to our own trustee-ridden universities, if to nothing else. If we really wanted liberty of speech and thought, we could probably get it—Spain fifty years ago certainly had a longer tradition of despotism than has the United States—but do we want it? In these years we will see.”
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“The United States Constitution has proved itself the most marvelously elastic compilation of rules of government ever written.”
—Franklin D. Roosevelt (1882–1945)
“... the yearly expenses of the existing religious system ... exceed in these United States twenty millions of dollars. Twenty millions! For teaching what? Things unseen and causes unknown!... Twenty millions would more than suffice to make us wise; and alas! do they not more than suffice to make us foolish?”
—Frances Wright (1795–1852)