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Standards for Science Education by Senta Raizen — 1998After providing the current rationale and historical background for educational
standards, this article discusses various meanings and interpretations attached to
this term. It then provides a comparative analysis of three sets of publications that
are seen as providing national standards for science education, developed by the
National Science Teachers Association, the American Association for the Advancement of Science, and the National Research Council. Next, the role of assessment in
setting standards is discussed; in particular, the science frameworks used by the
National Assessment of Educational Progress and the Third International Mathematics and Science Study, the work of the New Standards Project; and the expectations built into rigorous university entrance exams, as represented by the Advanced
Placement examinations. The article also addresses the current status of state science
curriculum frameworks, including commonalities and variations among them. It
concludes with a brief discussion of standards and framework documents, whether
nationally or state developed, as policy levers for reforming science education in
elementary and secondary school.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Senta Raizen
National Center for Improving Science Education
Senta A. Raizen is director of the National Center for Improving Science Education, Washington, DC. She has written numerous books and reports on science education in elementary, middle, and high school, as well as on the pre-service education of elementary school teachers and technology education. She serves as an advisor to the National Assessment of Education Progress, the National Goals Panel, and the Third International Mathematics and Science Study.
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