| 1. Nothing! |
| 2. Review
and revise
our own curricula and pedagogy. Are our courses modeling good
science?
Remembering that there are pre-service teachers in our classes, are
they
learning by example? |
| 3.
Professional associations
(BSA?) should appoint committees to examine and critique science
curricula
in the schools. This probably is best done at the state level
where
science standards are set. Work with State Science
Academies?
HOWEVER, ONE MUST REMEMBER that the curriculum that implements the
State Standards is
developed
at the local level (county, city, individual schools). The only
way
we can influence change at that level is by being involved with the
local schools/teachers.
|
4.
Professional associations
should insist on reviewing science textbooks for accuracy of content, prior
to publication. They should set up a mechanism for doing this.
- lobby for a
State
requirement
that only scientist-approved textbooks can be adopted
- at least,
insist
that your local
school district puts scientists on science textbook adoption committees
|
5. Know the
teachers
in your local districts and support their needs for:
- understanding
of
science as a
process
- science facts
and
concepts with
emphasis on concepts
- pedagogical
advice
and assistance
(hands-on activities)
- integrating
the
effective use
of technology in science classes
- finding and
choosing supplies,
equipment, and specimens
- judging
science
fairs and other
competitive learning events
|
| 6. Offer
teacher professional
development through science workshops for teachers. |
| 7. Be
involved in state
and national science teaching professional societies (e.g., NSTA, NABT) |
8. Other
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