The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science (NOS) are positioned in different versions of the science curricula. Following a review of different approaches to the conceptualization of NOS and the role of NOS in promoting scientific literacy, an empirical study…

This mixed-methods benchmark study examined Saudi Arabian (SA) Eastern Province secondary students' understandings of the nature of science (NOS) in the Islamic context. To that end, two instruments, the Scientific Epistemological Views (SEVs) and an open-ended questionnaire about science and scientists were employed. Convenience sampling yielded…

This document contains all of the Minnesota kindergarten academic standards in the content areas of Arts, English Language Arts, Mathematics, Science and Social Studies. For each content area there is a short overview followed by a coding diagram of how the standards are organized and displayed. This document is adapted from the official versions…

Evolutionary developmental biology (Evo-devo) is a vibrant area of contemporary life science that should be (and is) increasingly incorporated into teaching curricula. Although the inclusion of this content is important for biological pedagogy at multiple levels of instruction, there are also philosophical lessons that can be drawn from the…

This position paper addresses some enduring, as well as emerging issues, associated with the crucial question of benchmarking understandings about nature of science (NOS) for precollege science education. The question of benchmarking NOS understandings is revisited in light of the often cited, continuing debates among historians, philosophers, and…

This is an abridged version of the "Science Framework for the 2015 National Assessment of Educational Progress." The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The framework reflects the nature and…

The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The "Science Framework for the 2015 National Assessment of Educational Progress" sets forth the design of the NAEP Science Assessment. This document is…

"Benchmarks" and "Standards" describe science in terms that seem to emphasize tentative, local knowledge while at other times emphasizing stable, universal knowledge. Presents an overall picture of science to be one of modern realism, and shows how the postmodern relativist could select statements that paint a scene as…

Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their proteges. Findings indicate that mentors gave more advice related to general…

One way to achieve a higher level of agreement on the nature of science (NOS) within the science education community is to embrace the two major documents, Benchmarks for Science Literacy (1993) and National Science Education Standards (1996). Both Benchmarks and Standards have many statements on the nature of science that can be used as the basis…

The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

This document explains the Arkansas science benchmarks for grades 5-8 which were developed to provide guidance to science teachers. The content standards for three strands--physical science systems, life science systems, and Earth science/space science systems--were identified based on grade levels. (YDS)

This document explains the Arkansas science benchmarks for grades K-4 which were developed to provide guidance to science teachers. The content standards for three strands--physical science systems, life science systems, and Earth science/space science systems--were identified based on grade levels. (YDS)