NCLB Could Alter Science Teaching
It’s a principle that many teachers have come to trust, from the first time their classes filled test tubes with yeast and loaded mini-volcanoes with baking soda and vinegar: When it comes to science, students learn best by doing, not just sitting and listening.
Over the years, however, some researchers and educators have challenged the argument for hands-on learning. They maintain that a more straightforward approach—known as direct instruction—has the potential to help students learn science more effectively.
Soon, schools across the country could face a new, powerful incentive to consider that mode of instruction, some observers suggest. Beginning in 2007, the federal No Child Left Behind Act will require districts to test students in science, a mandate that curriculum and instruction officials say could force schools to consider cutting back on some of the in-class...
This article is available to subscribers only.
To keep reading this article and more, subscribe now or start a 2-week FREE trial.
- Elementary Principal
- Forest Grove School District, Forest Grove, OR
- Assistant Superintendent for Curriculum & Instruction
- Lake Forest School District 67 & 115, Lake Forest, IL
- Perspectives Charter Schools, Chicago, IL
- Princeton Public School District, Princeton, NJ
- Assistant/Associate Professor, Literacy
- Regis University, Denver, CO