National Science Teachers' Association Standards
1.0 Standards for Science Teacher Preparation: Content
The program prepares candidates to structure and interpret the concepts, ideas and relationships in science that are needed to advance student learning in the area of licensure as defined by state and national standards developed by the science education community. Content refers to:
Concepts and principles understood through science.
Concepts and relationships unifying science domains.
Processes of investigation in a science discipline.
Applications of mathematics in science research.
2.0 Standards for Science Teacher Preparation: Nature of Science
The program prepares teachers to engage students in activities to define the values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific community, and contrast science to other ways of knowing. Nature of science refers to:
Characteristics distinguishing science from other ways of knowing.
Characteristics distinguishing basic science, applied science and technology.
Processes and conventions of science as a professional activity.
Standards defining acceptable evidence and scientific explanation.
3.0 Standards for Science Teacher Preparation: Inquiry
The program prepares candidates to engage students regularly and effectively in science inquiry and facilitate understanding of the role inquiry plays in the development of scientific knowledge. Inquiry refers to:
Questioning and formulating solvable problems.
Reflecting on, and constructing, knowledge from data.
Collaborating and exchanging information while seeking solutions.
Developing concepts and relationships from empirical experience.
4.0 Standards for Science Teacher Preparation: Context of Science
The program prepares candidates to relate science to the daily lives and interests of students and to a larger framework of human endeavor and understanding. The context of science refers to:
Relationships among systems of human endeavor including science and technology.
Relationships among scientific, technological, personal, social and cultural values.
Relevance and importance of science to the personal lives of students.
5.0 Standards for Science Teacher Preparation: Skills of Teaching
The program prepares candidates to create a community of diverse student learners who can construct meaning from science experiences and possess a disposition for further inquiry and learning. Skills of Teaching refers to:
Science teaching actions, strategies and methodologies.
Interactions with students that promote learning and achievement.
Effective organization of classroom experiences.
Use of advanced technology to extend and enhance learning.
Use of prior conceptions and student interests to promote new learning.
6.0 Standards for Science Teacher Preparation: Curriculum
The program prepares candidates to develop and apply a coherent, focused science curriculum that is consistent with state and national standards for science education and appropriate for addressing the needs, abilities and interests of students. Science curriculum refers to:
An extended framework of goals, plans, materials, and resources for instruction.
The instructional context, both in and out of school, within which pedagogy is embedded.
7.0 Standards for Science Teacher Preparation: Social Context
The program prepares candidates to relate science to the community and to use human and institutional resources in the community to advance the education of their students in science. The social context of science teaching refers to:
Social and community support network within which occur science teaching and learning.
Relationship of science teaching and learning to the needs and values of the community.
Involvement of people and institutions from the community in the teaching of science.
8.0 Standards for Science Teacher Preparation: Assessment
The program prepares candidates to use a variety of contemporary assessment strategies to evaluate the intellectual, social, and personal development of the learner in all aspects of science. Assessment refers to:
Alignment of goals, instruction and outcomes.
Measurement and evaluation of student learning in a variety of dimensions.
Use of outcome data to guide and change instruction.
9.0 Standards for Science Teacher Preparation: Environment for Learning
The program prepares candidates to design and manage safe and supportive learning environments reflecting high expectations for the success of all students. Learning environments refers to:
Physical spaces within which learning of science occurs.
Psychological and social environment of the student engaged in learning science.
Treatment and ethical use of living organisms.
Safety in all areas related to science instruction.
10.0 Standards for Science Teacher Preparation: Professional Practice
The program prepares candidates to participate in the professional community, improving practice through their personal actions, education and development. Professional practice refers to:
Knowledge of, and participation in, the activities of the professional community.
Ethical behavior consistent with the best interests of students and the community.
Reflection on professional practices and continuous efforts to ensure the highest quality of science instruction.
Willingness to work with students and new colleagues as they enter the profession.