IBSE Final

Chapter 1 The Teaching of Science: Contemporary Challenges

tHE tEACHING OF SCIENCE: 21 st-CENTURY PERSPECTIVES 3

Figure 1.1 Instructional Core of Practice for Science Teaching

Unfortunately, despite the unmistakable importance of centering on the instruc-

tional core and the associated challenges, there often are misdirected emphasis

and undue attention on single initiatives that are largely political and distinctly

different from what I am describing as the instructional core. Most worrying

is the contemporary emphasis on assessment, which does not account for the

insights and possibilities that science teachers can bring to student learning.

In crafting responses to the challenges, I argue that science teachers and

others in the larger science education community need a serious, informed, and

sustained discussion of what it will take to address contemporary challenges:

scientific literacy, reforming science programs, teaching science as inquiry,

providing professional development, and attaining higher levels of student

achievement. The remainder of this chapter and the rest of this book offer a

foundation for that discussion.

Asking the Right Questions

Any strategy to improve science teaching and student learning must respond to

the aforementioned challenges and reform all components of the instructional

core. This reform begins by asking the right questions, clarifying the issues, and

reinforcing the strengths of science teachers. Broadly speaking, the critical ques-

tions associated with the challenges are the following:

• Achieving scientific literacy: Tools for future scientists or citizens? Should school

science programs emphasize an education that will set a foundation for

scientific study, or one that will help future citizens with science-related

life situations? What is the balance of content and experiences that will

help students achieve knowledge of science, and about science, as a human

enterprise?

• Reforming science programs: Current science programs or research-based

approaches? How can science teachers unite advances on knowledge about

teaching and learning with curriculum and instruction? What will it take

Students’ Engagement and Active Learning

Level of Content and Competencies Teachers’ Knowledge and Skills