Page 12 - Science

Science Department Program Review
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what they know. They recognize when new problems or situations are related to what they have
previously learned, and they can apply their knowledge and skills to solve them” (National Research
Council, 2012, p. 3).
2. Students should have more hands-on exploring, creating and troubleshooting, at the elementary level. “It
is important for students to realize that science is not all about knowing all of the answers, it’s constantly
questioning.” Students seem to be taught the product of science, but are not involved in the science itself.
An educational philosophy should be constructed that has to do with the scientific process (Carnegie-
Mellon University, 2017).
3. Successful employees at Pittsburgh Plate Glass (PPG) need to be able to see a problem, identify and
search for solutions, implement solutions, share results, and collaborate with colleagues (PPG, 2017).
4. In summary, all universities and businesses advocate for multiple hands-on, problem-based, learning
experiences. That allows for the acquisition of a particular set of skills to solve problems in and outside
of the science realm (Connections, 2017).
5. Deeper learning - “meaningful learning” - “understanding of the deeper structure of problems and the
methods used to solve them, enabling students to transfer their knowledge and skills to new problems. In
contrast, rote learning - simply knowing facts or how to follow procedures - does not lead to transfer”
(National Research Council, 2012. Education for Life and Work).
6. The future of science education has been described within A Framework for K-12 Science Education:
The “overarching goal is to ensure that by the end of 12th grade, all students have some appreciation of
the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in
public discussions on related issues; are careful consumers of scientific and technological information
related to their everyday lives; are able to continue to learn about science outside school; and have the
skills to enter careers of their choice, including (but not limited to) careers in science, engineering and
technology.” (National Research Council, 2012, pp 1-2).

Implementation Timeline (Anticipated Start/Finish): 5/1/17 - 9/30/17

Key Personnel: Science Core Team Members and Director of Communications

Major Action Steps: (1) Finalize words and image; (2) Disseminate to all members of the K-12 science
department; (3) Publish on district website; (4) Discuss with students and parents at the start of the 2017 -
2018 school year via syllabus and open house/curriculum nights; (5) Incorporate into published science
curriculum documents; and (6) Incorporate into Programs of Studies.

Estimated Budget/Resources: There is a potential cost associated with producing posters. No other costs are
anticipated.

Potential Implications (Short-Term and Long-Term): The development, understanding, and
communication of a clearly articulated science department vision/philosophy should strengthen program
delivery for all stakeholders (i.e., staff, students, and parents). It provides a perspective that can be reinforced
and considered when making future program decisions.

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