Syntax Of Nature Of Science Within Inquiry And Science Instruction

Criticisms about the quality of pre-college and undergraduate science education continue and, from my perspective, are beginning to wear thin. I certainly concur with many of the problems cited, but I am becoming impatient with critiques that are not accompanied by any concrete solutions to the problem at hand. Although the reasons for concern about the quality of science instruction differ from nation to nation, the primary rallying point is the perceived level of scientific literacy among each nation’s populace. Although the words may differ, the situation is not new. One can easily point to “critical” concerns voiced about science teaching and learning, and associated reforms, for well over a century. In each case, whether the label “scientific literacy” was used, concerns have typically focused on the usefulness and relevancy of the subject matter included in K-12 science curriculum. More specifically, educators have historically been concerned with students’ ability to apply their science knowledge to make informed decisions regarding personal and societal problems. The ability to use scientific knowledge to make informed personal and societal decisions is the essence of what contemporary science educators and reform documents define as scientifically literacy. Perhaps the most recent reform visions of note have been the National Science Education Standards (NRC, 1996) and Project 2061 (assorted publications of AAAS) of the U.S. As was the case with most of their predecessors in the U.S. and elsewhere, these reform efforts stress the importance of conceptual understanding of the overarching ideas in science (e.g., cause and effect, equilibrium, structure and function, cycles, scale). Such ideas are believed to transcend the individual disciplines within science and are believed to be superior educational outcomes than the mere memorization of foundational discipline-based subject matter. The phrase “less is more” has often been invoked to communicate the desire that instructional time focus on in-depth understanding of a reduced set of unifying scientific concepts. Ultimately, it is believed, a focus on a fewer number of more global themes will result in a more useful and productive understanding of science. Although the words of various reforms are different, the message remains quite familiar. Just as familiar is the lack of progress toward the all too familiar goals of reform efforts.