![]() ![]() Due to such late testing, the early teaching of science material is regarded as unimportant and not pertinent to students’ “success” as elementary students, and this results in a lack of science instruction that fails to spark STEM interest levels among K-5 students ( Avard 2009 Chubb and Chubb 2012 Goodrum et al. As a result, students’ levels of investigative inquiry are not evaluated or stimulated until the late stages of elementary education. ![]() The lack of instruction in science content is evident at all grade levels, but is perhaps most clearly apparent and detrimental in K-5 education ( Rumberger 1985).ĭue in part to the long history of the No Child Left Behind Act (NCLB) and the newly and widely adopted Common Core State Standards (CCSS), CA elementary students have received a disproportionate amount of their educational focus on mathematics and language arts ( Cody 2013 Kelly 2000 Luehmann 2007 Windschitl 2002), resulting in minimal exposure to the sciences because they are not tested until the fifth grade ( ). Only one in ten CA elementary students receives interactive and engaging science instruction on a regular basis ( Schweingruber et al. More specifically, when elementary students receive science instruction, it is often of poor quality and in fleeting instances ( Conderman and Sheldon Woods 2008). School districts across the state of California (CA) are failing to teach the scientific disciplines ( Dorph et al.
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