Benchmarks for Science Literacy (Benchmarks for Science Literacy, Project 2061)

Features

• Cover Type: Paperback with 448 pages
• Published by: Oxford University Press, USA January 6, 1994
• Written in: English
• ISBN 10 Number: 0195089863
• ISBN 13 Number: 978-0195089868
• Book Dimensions: 9 x 8.9 x 1.1 inches
• Weighs: 2.8 pounds

From Library Journal
Benchmarks is a companion volume to the acclaimed Science for All Americans (Oxford Univ. Pr., 1990), which told us what it means to be science-literate. Intended for educators at levels K-12, Science told "what" while Benchmarks tells "how." The result of a four-year, grass-roots project developed by six teams of educators across the United States, Benchmarks is not an actual curriculum but a "tool" for teachers to use in designing curriculum that fits local needs, calls upon their imagination, and meets the grade-level standards set in Science. It is anticipated that, as a "developing product," Benchmarks will always be changing. This first printing guides teachers in meeting "thresholds" in achieving the important goal of creating science-literate adults, who can think "critically and independently" in this increasingly complex world. Essential for all school libraries.
- Diane M. Fortner, Univ. of California Lib., Berkeley
Copyright 1993 Reed Business Information, Inc.

Product Review
"For those teachers who still need direction (generally speaking) about the content they should be teaching . . . and the cognitive enhancement of their students."--John Burns, California Polytechnic, Pomona

"All teachers need to read Benchmarks, especially the research findings in Chapter 12. Why keep on teaching fallacies as fact to our students? I highly recommend this for all teachers of science."--Nancy J. Armour, Beaverdam `lementary, Elberton, GA

"Required study for all elementary and middle school teachers and all high school science teachers. Also administrators. A milestone publication."--George D. Nelson, University of Washington

"At a time when the debate over the effectiveness of the U.S. educational system has grown increasingly acrimonious, Benchmarks offers a valuable yardstick for measuring progress."--Charles Solomon, Los Angeles Times Book Review

"An great resource that gives broad benchmarks for science. The goals are laudable. The work now requirements to take place on how to implement these goals."--Ted Moon, Columbia International University

"A thoughtful follow up to Science For All Americans. This work should be required reading for all persons contemplating or implementing modifications in the science curriculum at all levels of learning."--Everett Follette, Black Hills State University

"Essential for all school libraries."--Library Journal

"Benchmarks for Science Literacy, a follow-up to the AAAS' Project 2061 landmark 'Science for All Americans', represents the first comprehensive and detailed set of guidelines to be issued that describes the knowledge and abilities that all students need by the end of grades 2, 5, 8 and 12 to be science literate and to succeed in the workforce. 'Benchmarks for Science Literacy' accomplishes its goal not by offering a standard curriculum to be adopted locally, but by providing educators in every state and school district with a powerful tool to use in fashioning their own curricula. The AAAS and other top science educators are working hard to devise a science education, to promote 'science literacy', for all students. The idea that science is for nerds and geniuses is a myth that requirements to finally be put to rest."--Science Technology and Society

Reader Reviews
I teach science in a small, very rural school to grades 7-12. I have been using this book for the first time this year. I like how this book makes the benchmarks clear and specific. It doesn't just say, "Students will understand the structure of atoms" the way my state's standards do. It spells out exactly what the student should know about the structure of the atom. I used to run a very textbook driven curriculum, but I found that the textbooks were woefully inadequate, but I lacked direction as to what I should be doing. When I recently changed schools, I also discovered this book, and it presented the answer. At my new school, my textbooks are only a reference that mostly sit on the shelf. I have designed my curriculum more around these standards and my state standards. This book makes it clear that there are many topics that I have taught that don't need to be taught. For example, during the past 2 years, I taught photosynthesis and respiration from the book: electron transport chain, pyruvate, and all. This year, I talked more about the carbon and the energy and where all the atoms went. My students this year can actually answer questions about these subjects. For the most part, they understand them. My previous students did not understand. This book also has an excellent section on dealing with vocabulary. Much of science education substitutes vocabulary for understanding. I am now using many fewer technical words, and even then only introducing those words when the students understand the concepts. I don't agree with some of the things in this book. There are a few subjects I think are more important than the authors do. There are also a few subjects the authors think are more important than I do. I also dislike their emphasis on attitudes about science and the amount of time they spend on the culture and history of science. I would like to see more emphasis on content. Overall, however, this will make you a better teacher. If you are a parent, it will equip you to question what your child is learning (at any level) and to get your school to start making the changes our education system needs. Comment | | (Report this)