| Science Standards to guide curriculum design and student assessment in K-12 instruction exist in nearly all fifty states. However, little has been written about the development of these standards. Such histories are necessary not only to record the debates and deliberations, but to guide the future work of those who will produce effective and appropriate content guidelines. Moreover, a detailed examination of the development of Science Standards in California may help others avoid debates that turn into "wars" because of differing viewpoints in the way science should be taught.;In California there was much drama and intrigue with respect to development of the Science Standards. Rumors flourished in the news media and by word of mouth. This dissertation details the evolution of the Standards; the first-ever set of such specific instructional goals produced in California and provides a comprehensive view of the process, personalities and politics that resulted in the 1999 California Science Content Standards.;Two main resources used in this study were interviews with many key individuals involved in development of the Standards, and careful review of minutes and other documents from Academic Standards Commission meetings.;Many people involved in the process seem to have had personal agendas, impacting the final product in less than desirable ways. The Standards Commission was comprised of people with expertise in business, engineering, political science, education and science itself, but drew poorly on the necessary expertise of science educators. As work progressed, debates devolved into politicized, divisive and polarizing affairs, pitting those favoring memorization against individuals supporting hands-on/inquiry instruction.;In the final analysis the California Science Content Standards feature content over process while recommending that some science content be taught at grade levels that may not be scientifically accurate or age-appropriate. Moreover, heavy reliance on scientists as advisors produced a set of Standards evoking older science instructional methods, such as memorization focusing on training future scientists while neglecting education for those whom science will be an avocation and/or foundation for citizenry. Standards should be developed with shared input from a variety of individuals, including science educators, science teachers, but not dominated by, scientists. |
