Most of the recommendations remain as “efforts-in-progress”; more work and collaboration among professionals are needed if the stated goals are to be met.
📌 3 Key Takeaways
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Objective & Hypothesis:Standards for teaching science in all schools were released in 1996 after four years of debate that included scientists and educators across the U.S.
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Key Findings & Data:This study is a review of each section of these National Standards which provide specific visions for change from the status quo.
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Conclusion & Impact:Most of the recommendations remain as “efforts-in-progress”; more work and collaboration among professionals are needed if the stated goals are to be met.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
Standards for teaching science in all schools were released in 1996 after four years of debate that included scientists and educators across the U.S. This study is a review of each section of these National Standards which provide specific visions for change from the status quo. Identifying current practices and recommending specific changes for teaching, staff development, assessment, content, and features needed for implementation are outlined and contrasted. Most of the recommendations remain as “efforts-in-progress”; more work and collaboration among professionals are needed if the stated goals are to be met.
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Cite This Article
YAGER, R. E. (2009). Are we missing the essence of the visions central to the U.S. national science education standards (NSES)?. Journal of Turkish Science Education, Cilt: 6 - Sayı: 1, 3–10. https://ajindex.com/articles/215043
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