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A Commentary on the Profound Changes Envisioned by the National Science Standards by John C. Wright & Carol S. Wright — 1998The national standards for science education set the goal for all students to attain
scientific literacy, but they do not specify how to reach that goal. This article seeks to
achieve a clearer understanding of scientific literacy from the viewpoint of a university faculty member. For scientific literacy, it is essential that all students acquire
more than mere knowledge and appreciation of science. They must also develop a
“can-do?attitude and effective problem-solving skills and apply them in their everyday lives. These attitudes and skills require inquiry experiences at all grade levels,
and it is crucial for university faculty to provide similar experiences for our future
teachers. Attaining those skills requires student control over their own learning if
they are to have ownership. Successful curriculum reform requires changes in the
attitudes and traditions that shape how students, faculty, and parents perceive the
learning process. The article concludes with the question whether there are still crucial questions to answer before the foundations are strong enough to support massive
systemic reform.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- John Wright
University of Wisconsin-Madison
John C. Wright is Evan Halfaer Professor of Chemistry, University of Wisconsin-Madison. He has been deeply involved in reforming the way chemistry courses are taught at the university level and in the development of new assessment methods that are credible to university faculty.
- Carol Wright
Monona Grove School District, Wisconsin
E-mail Author
Carol S. Wright is coordinator of gifted and talented programming, Monoma Grove School District, Wisconsin.
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