Push To Restructure Precollege Science Education Gets More Emphasis

Abstract

Two observations point up what continues to be seen by scientists as a crucial need for major changes in precollege science education in the U.S. Viewing the current science education experience of many students, Johns Hopkins biology professor James D. Ebert says: 'In today's schools, science instruction during the elementary school years is infrequent and inconsistent. During the middle school years, a student's window to the natural world is typically a textbook accompanied by dreary worksheets. As a result, students enter high school thoroughly bored by science and give no thought to the subject beyond the required course, which more often than not affirms their expectations of an unrewarding experience. Not unrelated is the experience that many prospective precollege science teachers have with their college science education, of which Washington State University chemistry professor Glenn A. Crosby notes: Sitting in large lecture halls, listening to uninspiring lectures, and attending cookbook labor...