Abstract
Recent national commission reports have discussed a new era for science education. Unlike the sciences of the 1950s and 1960s, this new era has raised some provocative questions concerning science education for the future. The science movements of the post-sputnik period stressed science for the elite, more science and mathematics for the college-bound student, developing a corps of the very best engineers and scientists who could take us to the moon and let us assume the leadership in the international scientific enterprise. It was a time whose purpose was to get the most able students from our high schools into the calculus and physics courses at universities and colleges as quickly as possible. The recent report of the National Science Board's Commission on Precollege Education in Mathematics, Science, and Technology represents a radical departure from the movements of the 50s and 60s. The purpose of this paper is to discuss the implications of their recommendations for the future of science education.
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