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Ilmimfthe Original . DOCUNEIT RESURE ED. 123 059 SE 020 447 AUTHOR' Baker, Thomas S.; lei her, John P. ?r11.2 Equinox. A model for -the Natural.Science.Edacation Curriculum for the Ninth Through'Twelfth Grades, in the Delaware Schools. INFZITUTION Deliiiii State Dept. of Public Instimctiod, Dover% Del' IIadSystem,' Dovei, Deli SPONS AGENCY...,.., National Science Foundation, Washington,'D,C. PUB DATE Jan 75 : NSP-GW-6703 .;-,- APVT ." - . NoW : 16p.: For related docuaeats, see SE 019 380 And SE 020 404-406; lest Copy Avitlable; Colored Paper AVAILABLE P4OS Er. John P..1eiher, State Supervisor -ef Science and Envirolftental Educatitin, Department of Public Instruction, John G. Townsend Building, Dover, ..1Ddelavare 1991 (Prep while supply lasts). .. !DRS PRICE SP-58.83 EC-$2.4 plus Postage DESCRIPTORS Biological Sciences; *Curriculum Guides; *Natural 'ScienCes; Physical Sciences; :Science 'Education; *Secondary Education: *Secondary School Science; State Curriculum Guides; State Programs mixeliTimm *Delaware; Del Sod System: National Science Poundation; RSP ABSTRACT This publication represents a soael for the Natural Science Education Curriculum for grades nine through twelve in Delawares ichools. This guide it .meant to serveas a minimal .standard for natural'science education, but ,at the sane time strives -- for maxi"um output of the natural science program. The guide is based on the processes of science education as well as the concepts and attitudes of the biological, physical', and earth sciences. Four basic goals have been identified and a set of terminal objectives has been ev. established for each goal. These goals and objectives provide the framework for the development of district, local, building, or classroot-programs. The guide lists eleven tajor processes of science education, suggests ability levels, and identifies the six aajor concepts to be included in the natural science carriculau. The - minimal objectives for the, senior high school have beeh indicated. These objectives have been broken down by course area/ i.e., earth science, physical science, biology, ,chemistry, and gysics. The final section of this guide incledes course requirements for science at the high school level, requiresents for teaching science, and'current editcationai philosophies that relate to the ;natural science . educational program. (BT) Documents acquired by ERIC include many informal unpublished materials not'aliallahle from other sources. ERIC makes every effort to obtain the best copy available Nevertheless, items of marginal repioducibillty %re often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC snakes available, via f4e ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from ; , ilmImfthe original. e "1 --., .. - - :* . -- D DEssipAncite.souii.isc - timakraigalrecr.A4a 4. warammiesintrr,E9. _ ir.Dawrat cciawart NIBS SEEP.*S0141- . 5040# cr.r.10 Eletz.4.1. rs sectryfils 4 uve otespftotoftcAstabtamardst- Y ,A441.4. op./lino inue.0811.0pw05 1. Kano Da V.:ets isecESSIAMY" storms% pc....t izAsee.04.spestrninor t to-A.ATito, iovp-TeJoi SR owcs 4. A MODELpciiiTHE, kATURAL SCIENCE 4. EDUCATION URRICULU FOR THE r. NINTH THROlUGH TWELFTH' GRADES IN THE ,DELAWARE SCHOOLS. ," _ 0 a I A)- ; . _ I 0.6 --Prepared By---; Thomas M. Baker, Spedialist John F. Reiber, State Supervisor Sciente/EnvironmentalEducation 4 .. .4' THE STATEBOARDOF EDUCATION . 'Albert H. Jones, Christiana,. .President Richard M. Farmer, New Castle, Vice-president _... ,- Robert W. Alley, Seaford Charles C. Brown, Dover Lula Cooper, Hockessin Elise Grossman, Wilmington Robert H. McBride, Wilmington . 4t,4 o v OFFICERS OF THE DEPARTMENTOF PUBLIC INSTRUCTION ToWNSEND BUILDING DOVER, DELAWARE 19901 Kenneth C. Madden; State Superintendent Randall L. Broyles, Assistant Superintendent, Instructional 'Services. Howard E. Row, Assistant Superintendent, Auxiliary Services John J:Ryan, Assistant Superintendent, Administratiye Services I 5 R I. l . Preparationofthismonograph was .supportedbytheNationalScience .. Foundation Grant No. G.W. 6703 to the Del Mod System. P.O. Bbz 192; Dover, Delaware 19901. OP 40 THE COUNCIL OF.YRESIDENTS THE UNIVERSITY OF DELAWARE E. Akhur Trabant. President,. i Daniel C. Neale. Coordinating Council on Teacher Education Carlton W. Knight. Coordinator DELAWARE STATE COLLEGE, , Luna I. Mishoe, President M. Milford Calotwell. Coordinating Council on Teacher Education. Ralph Hazelton. Coordinator DELAWARE TECHNICAL AND COMMUNITY COLLEGE Paul K. Weatherly. President Ruth M. Laws. Coordinating Council on Teacher Educationr Ethel L. Lantis, Coordinator - STATE DEPARTMENT OF PUBLIC INSTRUCTION Kenneth C. Madden. Superintendent . - Randall L. Broyles, Coordinating Council on Teacher Education John F. Reiher,Coordinat5r - DEL MOD SYSTEM Charlotte H. Purnell, State Director John R. Rol*. Research Director 6 TABLE OF CONTENTS Preface i t The Reason forNatural Science Education . vl Philosophy of Natural Science Education 3 Processes of Science Education t 8 Process Ability LevelsMinimum StStandardsdd at the Completionl of the School Experienceri 10 . Concepts of Science Educaiion J.. li objectives for Science Education Earth Sciences . 14 vow .. Physical Sciences I % 18 Biology . ...... 21 Chemistry f 25 Physics - 0 30 Course Requirements for Science at the High School Level Requirements for Teaching Science at the Secondary Level 34 Current Educational Philosophies That:Relate-to the Natural Science Education Program 35 owalmwomnime. .:. PREFACE C Tin development of a scientifically aware generation will haw a major impact upon the prIicics. and the policy-tuaking process of a democratic society.Citizens who know their 1.4 4 rt.n. best interests are most likely to promote these through, all the means at-hand. Being aw are is only the beginning. Once a society perceises a need and sets objectises. it then moves le allocate its as enable resources to the priorities indicated by the goals and obtectives. As est-ry elementary economic student knows. the basic resources of the society are natural 4-4ifarces_ capital. and human resources. in an earlier age natural resources determined a ---,r,t-ty'c w ealth and %Viler,. especially in the fertility of its soil. Consequently. though natural -14 laces nes er fast their, importance, capital resources: the technology to expand man's. projectivity. rose to prominence. \r .x we appear to be entering an age when human resources will dominate. It is a time when the most critical problems of society do not lend themselves to attack based on land, new materials, or machinesXlieprirriaty tools of this society are the talents aiRI skills'of its people. Whatever its problems. the search Lor peace. the abblition oftiroserty, the.preventionand cure fd,sease. the reduction of crime or the control of enironmental quality, the solutions depend t,pc r. dedicated. talented. and well-trained people who understand and who can intelligently use w hates er technological tools are available.It is the growing- awareness of this new pe.-.de-ficy that has pushed the United Stases economy-ergo an educational ins estment which has expanded from $6 billion to $65 billion in 25 years.It is the same phenomenon which urcit 'lines the emergence of remedial manpower programs to assist those unable to compete s...tetsfull'y in the more sophisticated labor markets. it is the same awareness which has forced us tr take a closer look as to what is currently happening in our educational programs and for us palularly the science education program. kithough science education has enjoyed a strong position in the "educational hierarchy, little emphasis has been placed on the applitaiion of science to society.The major thrust in education todaris "career education". M career education is considered as an inter-disciplin- ary activity, science is often excluded becaitle "science teachers are so busy teaching subject matter they cannot relate to the processes of science and how science applied to the world ofa work" - This reaction is unfortunate and highly inaccurate. because any competent science teacher is constantly attempting to make subject matter real. ant and pertinent and what better way to make it more meaningful than to relate it to the world of work. if career education is education for a living. then science might rightfully be considered as the prime essential of life. thus, science career education must then:gore be a very practical kind of education. How can science teachers continue to teach in ways which fail to bring practicality into science education? All too often science stuaents ask '`Why do I have to leam that?' I don't need it." This is' especially true of terminal students who need to be better prepared for the colci hard world in which they will suddenly sooner or later be thrust. It is also true in many cases of college-bound students who condider science as a foundational course material. Many science educators aze constantly and diligentlyseeking innovating ideas to teaching thesubjectmatter. Unfortunately. their efforts are focused on the subject matter or course cont-int rather than on the students. It is better if they seek ways to stimulate the students in their desire to learn. We contend that if teachers would make existing programs relevant, then students would act positivelyHow does one make a science relevant for the non-academic student when it is difficult enough to maintain the
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