Literaturnachweis - Detailanzeige
| Autor/inn/en | Lerner, Lawrence S.; Goodenough, Ursula; Lynch, John; Schwartz, Martha; Schwartz, Richard |
|---|---|
| Institution | Thomas B. Fordham Institute |
| Titel | The State of State Science Standards, 2012 |
| Quelle | (2012), (217 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; National Competency Tests; Science Education; Academic Standards; Evolution; Inquiry; State Standards; National Standards; Science Curriculum; Physical Sciences; Physics; Chemistry; Earth Science; Space Sciences; Biological Sciences; United States; National Assessment of Educational Progress |
| Abstract | This report examines K-12 science standards for fifty states and the District of Columbia, as well as the science assessment framework of the National Assessment of Educational Progress (NAEP). The reviewers' aim is to evaluate them for their intrinsic clarity, completeness, and scientific correctness. Their earlier evaluations, as well as those evaluations conducted by others, have made it clear that too many state science standards are mediocre to poor. In particular, there are four areas where they most frequently fail to measure up. These are: (1) An Undermining of Evolution; (2) A Propensity to be Vague; (3) Poor Integration of Scientific Inquiry; and (4) Where Did All the Numbers Go? Appended are: (1) Methods, Criteria, and Grading Metric; and (2) Detailed Grades, 2012. (Contains 17 footnotes and 1 table.) [Foreword by Chester E. Finn, Jr. and Kathleen Porter-Magee.] (ERIC). |
| Anmerkungen | Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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