Issues and Problems in Science

Issues and Problems in Science Instruction

Accountability for Standards

The National Research Council (NRC) published The National Science Standards (NSES), which provides content and assessment principles in science education. (NRC, 1996 in Roblyer & Doering, 2013, p. 317) One key principle in science education is inquiry-based learning. According to Roblyer and Doering (2013) “The basis for inquiry-oriented science instruction is developing varied opportunities for students to learn science process skills, such as collecting, sorting, and cataloging; observing, note taking, and sketching; and interviewing, polling, and surveying.” (p. 317) Additionally, inquiry-based learning develops scientific literacy in so far as it develops vocabulary, concepts, critical thinking, and positive attitudes towards science. 

Technology plays an important role in inquiry-learning because it provides innovative ways for students to engage in real world explorations and communicate results.. This is substantiated by the NSTE in report  (NRC ,1996) cited by Roblyer and Doering (2013) in the following statement:

The central distinguishing characteristic between science and technology is a difference in goal: the goal of science is to understand the natural world, and the goal of technology is to make modifications in the world to meet human needs. Technology as a design is included in the Standards as parallel to science as inquiry. (p. 318)

In order to integrate technology in science instruction, it is imperitive that teacher understanding the meaning of technology within a scientific framework and recognize the difference between science and technology.

The Narrow Field of Scientific Talent

One of the chief issues related to science instruction is the lack of confidence in America’s competitive edge with regard to mathematics, science, and technology in the global community.  Roblyer and Doering (2013) note the declining number of students, especially girls and minority students who are seeking education in these fields can have a negative impact on the economic future and security of the nation.

The Need for Scientific Literacy

Roblyer and Doering (2013) state “America’s economic and environmental progress depends on the character and quality of the science education that the nation’s schools provide.” (p. 318)

Difficulties Teaching K-8 Science

According to Roblyer and Doering (2013) “teaching science for understanding at an early level becomes difficult due to teachers’ lack of deep understanding of the discipline.” (p. 318)

Virtual Science Labs

According to Haury and Rillero (1994),  Karen Worth, noted science reformer, defines hands-on/minds-on science as “engaging in in-depth investigations with objects, materials, phenomena, and ideas and drawing meaning and understanding from those experiences.” (Roblyer and Doering, 2013, p. 318)

Reference

Roblyer, M. D., & Doering, A. H. (2013). Teaching and Learning with Technology in Mathematics and Science. Integrating educational technology into teaching (6th ed., pp. 308-327). Boston: Pearson/Allyn and Bacon Publishers.