National Science Teaching Standards 

 

Suggestion 2   Share your responses with others, discuss each other's comments thoroughly and respectfully.

Teachers of science plan an inquiry-based science program for their students.  In doing this, teachers

• develop a framework of year-long and short-term goals for students.
• select science content and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
• select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
• work together as colleagues within and across disciplines and grade levels.

     Teachers of science guide and facilitate learning. In doing this, teachers

• focus and support inquiries while interacting with students.
• orchestrate discourse among students about scientific ideas.
• challenge students to accept and share responsibility for their own learning.
• recognize and respond to student diversity and encourage all students to participate fully in science learning.
• encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

    Teachers of science engage in ongoing assessment of their teaching and of student learning.  In doing this, teachers

• use multiple methods and systematically gather data about student understanding and ability.
• analyze assessment data to guide teaching.
• guide students in self-assessment.
• use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
• use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

    Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

• structure the time available so that students are able to engage in extended investigations.
• create a setting for student work that is flexible and supportive of science inquiry.
• ensure a safe working environment.
• make the available science tools, materials, media, and technological resources accessible to students.
• identify and use resources outside the school.
• engage students in designing the learning environment.

    Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.  In doing this, teachers

• display and demand respect for the diverse ideas, skills, and experiences of all students.
• enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.
• nurture collaboration among students.
• structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.
• model and emphasize the skills, attitudes, and values of scientific inquiry.

     Teachers of science actively participate in the ongoing planning and development of the school science program. In doing this, teachers

• plan and develop the school science program.
• participate in decisions concerning the allocation of time and other resources to the science program.
• participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.