Science Education Goals for the 21st Century: National Standards and Benchmarks

Scientific Knowledge

The Standards and Benchmarks have defined a wide range of scientific knowledge and emphasize that the content of secondary school science programs is not strictly confined to the physical, life, and earth sciences. However, three standards outline major concepts and fundamental understandings of physical, life, and earth sciences, three major divisions of the scientific disciplines. The below table presents the conceptual organizers for these major divisions of science.

Physical, Life, and Earth and Space Science Standards

Grade	Physical Science Standards	Life Science	Earth and Space Science
K-4	Properties of Objectives Position and Motion of Objects Light, Heat, Electricity, and Magnetism	Characteristics of Organisms Life Cycles of Organisms Organisms and Environments	Properties of Earth Materials Objects in the Sky Changes in Earth and Sky
5-8	Properties and Changes in Properties of Matter Motions and Forces Transfer of Energy	Structure and Function in Living Systems Reproduction and Heredity Regulation and Behavior Populations and Ecosystems Diversity and Adaptations of Organisms	Structure of the Earth System Earth's History Earth in the Solar System
9-12	Structure of Atoms and Materials Structure and Properties of Matter Chemical Reactions Motion and Force Conservation of Energy and the Increase in Disorder Interactions of Energy and Matter	Cell Molecular Basis of Heredity Biological Evolution Interdependence of Organisms Matter, Energy, and Organization in Living Systems Behavior of Organisms	Energy in the Earth System Geochemical Cycles Origin and Evolution of the Earth System Origin and Evolution of the Universe

In the standards on Science and Technology, understandings highlight the connections between science and technology and maintain a view of the scientific and technologic enterprise (for example, a larger and external view of science and technology in society). Examples of understandings include the similarities and differences between science and technology; the contributions of science to technology and technology to science; and the understanding that different people in different cultures have made, and continue to make, contributions to science and technology.

The scientific knowledge outlined in the Standards also includes the History and Nature of Science. The standard does not imply that students develop understandings of a complete history of science. Rather, science teachers can present history to clarify various aspects of scientific inquiry, the human dimensions of science, and the various roles science has played in Western and non-Western cultures.

Overview of the History and Nature Science Standards

Grade	Standards
K-4	Science as a Human Endeavor
5-8	Science as a Human Endeavor Nature of Science History of Science
9-12	Science as a Human Endeavor Nature of Scientific Knowledge Historical Perspectives

The National Science Education Standards also include Unifying Concepts and Processes within the goal of scientific knowledge. These standards present major conceptual and procedural schemes that unify science disciplines and, when understood, provide students with powerful ways of understanding the natural and designed world. Unifying Concepts and Processes do not have specific grade-level designations; rather, science teachers should continually bring these ideas to awareness in appropriate contexts, based on students’ experiences. Specific understandings included in this standard are as follows:

• Systems, order, and organization- Levels of organization, systems, prediction, and a statistical view of nature
• Evidence, models, and explanation- Observations, data, models, hypothesis, law, and theory
• Constancy, change, and measurement- Interactions, rate, scale, patterns, quantitative aspects of change, conservation of energy and matter
• Evolution and equilibrium- Gradual changes, present as connected to the past, descent from common ancestors, homeostasis, and energy content and distribution
• Form and function- Complimentarity, natural and designed world, and systems and subsystems

Personal Needs and Societal Issues

One fundamental purpose of science teaching is to help students understand and act on various issues and challenges they will confront as individuals and as citizens. The Standards recognize this goal through inclusion of Science in Personal and Social Perspectives. These standards provide a context and topics for science curriculum and instructions.

Science in Personal and Social Perspectives

Grade	Standards
K-4	Personal Health Characteristics and Changes in Populations Types of Resources Changes in Environments Science and Technology in Local Challenges
5-8	Personal Health Populations, Resources, and Environments Natural Hazards Risks and Benefits Science and Technology in Society
9-12	Personal and Community Health Population Growth Natural Resources Environment Quality Natural and Human-Induced Hazards Science and Technology in Local, National, and Global Challenges

Career Awareness

The Standards have an explicit goal supporting career awareness; however, they do not have a standard emphasizing careers. It should be clear that the experience implied by the understandings and abilities outlined in the Standards would have a positive benefit on students’ attitudes and inclinations toward careers in, for example, science, engineering, and the health professions.

The National Science Education Standards present a fairly balanced approach to the goals of science education, with career awareness as the exception. Further, the Standards align quite well with the dimensions of scientific literacy. The content standards form a complete set of outcomes for students. Development of students’ understandings, attitudes, and abilities are grounded in scientific investigations, and they form a solid foundation in life, earth, and physical sciences and apply fundamental understanding and ability within various personal, social, and historical perspectives. Although balanced, thorough, and clearly aligned with long-standing goals of science education, the National Science Education Standards must be transformed in curriculum materials, instructional practices, and assessment strategies.