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Educating Amercians for the 21St Century

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Educating Amercians for the 21St Century NSB Library :L)ULAI I N U 1\ME RICAN S FOR THE 21st CE NTU RY, 0 A plan of action for improving mathematics, science and technology education for all American elementary and secondary students so that their achievement is the best in the world by 1995 - THE NATIONAL SCIENCE BOARD COMMISSION ON PRECOLLEGE EDUCATION IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATING AMERICANS FORT E 21st CENTURY.0 A plan of action for. improving mathematics, science and technology education for all American elementary and secondary students so that 'their achievement is the best in the world by 1995 SOURCE MATERIALS THE NATIONAL SCIENCE BOARD COMMISSION ON PRECOLLEGE EDUCATION IN MATHEMATICS, SCIENCE AND TECHNOLOGY FOREWORD This Volume is composed of source documents which report activities spon­ sored by the National Science Board Commission on Precollege Education in Mathematics, Science and Technology, deliberations of a subgroup of the National Science Foundation Engineering Advisory Committee, and a paper prepared for the Pfizer Corporation. Five of the documents are reports from conferences on mathematics, science and technology education. Participants in these conferences included scientists, mathematicians and engineers, elemen­ tary and secondary school teachers and administrators, representatives of professional societies, foundations, private industry and business. Some papers report the results of surveys and assessments of ad hoc committee activities. The first four presentations address the teaching and learning of mathema­ tics, science and technology in grades K-12. Issues of appropriate content and process are discussed. Suggestions for changing some of the content of tradi­ tional elementary and secondary education are presented and arguments for the need for all students to study mathematics, science and technology every year during their elementary and secondary education are made. Emerging new technologies hold promise for more effective education. Though this is addressed in the papers related to subject matter learning and teaching, the topic is sufficiently important to merit a separate presentation on the uses of technology as a tool in education rather than learning about technology. The new technologies have also allowed new research methods in the areas of cognition and behavior. Some of the findings of this research relevant to precollege mathematics, science and technology education are presented in this volume. The NSB Commission has seen some excel >entprograms throughout the country. New initiatives for improving elementary and secondary education, which have been undertaken by states, are described herein as well as model programs and some methods designed to motivate minority and female students to pursue careers in scientific, mathematical and technological fields. And some possibilities for business and industry to become involved in the improvement of elementary and secondary education are described. The views and opinions expressed in this Volume do not necessarily reflect the views of the NSB Commission, the National Science Board or the National Science Foundation Nevertheless, in the opimon of the NSB Commission, the contributions provide a useful range of perspectives on ways to improve and continually ensure a sound and effective education in mathematics, science and technology for the youth of our Nation. We hope the ideas expressed in this Volume will aid those actively involved in the improvement of elementary and secondary education and motivate others within their appropriate roles to bring this country's educational system to the forefront in the world by the year 1995. tm CONTENTS FOREWORD 1. THE MATHEMATICAL SCIENCES CURRICULUM K-12: WHAT IS STILL FUNDAMENTAL AND WHAT IS NOT (The Conference Board of the Mathematical Sciences) EXECUTIVE SUMMARY�........................................ 1 I.�THE NSF/CBMS MEETING .................................. 2 II.�RECOMMENDATIONS TO THE COMMISSION ................ 3 Introduction ................................................ 3 Some Additional Recommendations �............................ 4 The Working Group Reports �.................................. 5 - Elementary and Middle School Mathematics ................... 5 - Traditional Secondary School Mathematics .................... 8 - Non-traditional Secondary School Mathematics �............... 11 - The Role of Technology�.................................. 12 - Relations to Other Disciplines �............................... 14 Teacher Supply, Education, and Re-education ................. 15 APPENDICES: A.�List of Participants�........................................... 18 B .�The Agenda�................................................. 21 Some Comments on the Agenda ................................ 22 C. Listing of Position Papers* by Meeting Participants �................ 23 D. Listing of Position papers * by Non-participants�................... 23 *A limited number available upon request to Commission stafL 2.�A REVISED AND INTENSIFIED SCIENCE AND TECHNOL- OGY CURRICULUM, GRADES K-12 URGENTLY NEEDED FOR OUR FUTURE (Conference on Goals for Science and Technology Education Grade K- 12) EXECUTIVE SUMMARY ........................................25 Conference Origin and Procedure .............................27 The Crisis in Science and Technology Education ..................27 The Point of View of the Conference ...........................29 Recommendations ............................................34 APPENDICES Working Group Reports Elementary School Science ..................................38 Middle School/Junior High Science ...........................39 Biology ..................................................40 V Chemistry� 41 Physics�..................................................42 FEngineering ...............................................43 Informal Education for Science and Technology .................44 K-12 Curriculum�.......................................... 45 1.�Integrating Math, Science, Technology .........................46 Technological Tools in Teaching ..............................47 Curriculum Development .....................................49 Teacher Preparation, Grades K-8 ..............................50 Teacher Preparation, Grades 6-12 .............................51 Support for Implementation and Changes ........................51 0.�Science Education and the Physically Disabled Individual ..........53 List of Participants .........................................54 Agenda ..................................................56 Bibliography of Papers Reviewed by Participants .................57 3. INTEGRATING CONCEPTS OF ENGINEERING AND SCI- ENCE INTO INSTRUCTION IN GRADE LEVELS K-12 (Ad Hoc Subcommittee of the NSF Engineering Advisory Committee) EXECUTIVE SUMMARY AND CONCLUSIONS .................... 59 INTRODUCTION . ...............................................60 CURRICULUM CONTENT ......................................62 Social Studies ................................................62 Synthesis and Design ..........................................63 Mathematics, Science, and Their Application ......................63 Broad Engineering Concepts ....................................63 Case Studies in Design .........................................64 Role of the Computer .........................................64 REALITIES OF IMPLEMENTATION ..............................64 Implication of Recent Attempts at Change .........................64 Curriculum Materials and Teacher Development ....................65 Importance of the Individual Teacher .............................66 ROLE OF THE ENGINEERING PROFESSION ......................67 CONCWSIONS ...............................................67 Attachment I: Membership of the Advisory Committee for Engineering . 68 vi 4. FUNDAMENTALS IN PRECOLLEGE TECHNOLOGY EDUCATION (Junior Engineering Technical Society) EXECUTIVE SUMMARY .......................................69 1. Introduction .................................................71 2. Questions Raised at the Workshop ...............................72 3. Background .................................................72 4. Definition of Terms ...........................................73 5. Technology at the Precollege Level ...............................74 6. Recommendations: ............................................75 Curriculum Revisions ....................................75 Support Systems�....................................... 77 'freatment of Teachers .....................................79 Approach to Technology in the Schools ......................80 Elementary School ....................................80 Middle School .........................................80 Secondary School .....................................81 B.�Career Education .........................................82 F.�Computer Use in Learning Environment .....................82 7. Conclusion ..................................................83 APPENDICES: Agenda for the Workshop .................................85 Directory of Participants ..................................87 IEEE Response to Crisis in Precollege Science, Mathematics, and Technology Education ....................................89 Description of JETS ......................................89 5. REPORT ON EDUCATIONAL TECHNOLOGY (Conference on the Uses of Technology in Education) EXECUTIVE SUMMARY ................ .......................91 INTRODUCTION ...........................................94 EDUCATIONAL TECHNOLOGY—DEFINiTION
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