History of Elementary Science in Springfield Public Schools

Historical Update:

The present 1-5 science curriculum was implemented in the fall of 1994. No formal kindergarten program was part of that recommendation. Although some supplemental improvements have been made in activites and activity materials since that time, no major changes have been made. In 1999, FOSS Science Stories were purchased for third and fourth grades. In 2000, Science Stories were purchased for fifth grade. There were no Science Stories available for first and second grade until March 2001.

In January of 2001, the directive was given to the elementary science teacher instructional leader to form and chair an elementary committee to study and recommend program changes to be implemented at the beginning of the 2001-2003 school year.  Click here to see the complete curriculum study plan.

Needs Assessment:

In 2000, the Illinois Standards Achievement Test (ISAT) was given for the first time, replacing  the Illinois Goals Assessment Program (IGAP).  In the last year of the IGAP, 1999, 100% of our schools in the  district performed above the state average, 64%. This calculates the number of students who met or exceeded expectation. Unfortunately, the scores on the new test weren't as good. We have only one year of data on the ISAT, thus we do not have access to trend data.  The state average was 64% of students met or exceeded the expectations. In our district, eight schools were at or above the state level and fourteen schools were below the average. Overall, the district average was 53%. The areas of most concern are earth/space science and physical science.

In January, 2001 the fourth grade students took the Iowa Test of Basic Skills. Our scores were consistent with the 2000 ISAT results. In the earth/space science questions, 38% of our students were in the lower stanines (1,2,3). In the physical sciences, 36% of Springfield students scored in the lower three stanines.

The 2001 ISAT results will not be returned until August, 2001 and therefore are not included in the needs assessment.

Additionally, less than one hour per day is currently being spent teaching science to our students. The district average is 35.4 minutes of instruction per day with a range of up to 50 minutes per day to as low as 18 minutes per day. (As gathered from School Report cards) The most excellent teachers employing the finest methods and materials will not succeed if science is not a regular part of each child's school day (Bruning, 364).

The 1990's can be characterized as the decade of change in science education. In 1989, the American Association for the Advancement of Science published Science for all Americans and Benchmarks for Science Literacy followed in 1993 as a part of Project 2061. In 1996, the National Research Council followed suit with the release of the National Science Education Standards(NSES). Although each of these projects deal with a different aspect of the science education system, they all project a similar image of the ideal science classroom. These documents bring consensus among educators and scientists on what students need to be able to do as a result of their K-12 education.

In areas of curriculum and instruction, these reports strongly advise:

1) Inquiry-Based learning where students investigate and discover concepts by using thinking skills appropriate for their developmental level.

2) Fewer topics should be covered in greater depth. This emphasizes the need for students to have meaningful understanding of science concepts that can be applied in other areas. The goal is for students to apply the knowledge when making decisions in a global society or solving problems in an increasingly scientific and technologic work place. (Ellis)

3) Integrated or thematic approach to teaching science in which students relate concepts to the overriding themes rather than study concepts in isolation. The NSES organize curricula around four major themes: 1) science subject matter, 2) inquiry, 3) connections to other disciplines, and 4) science and human affairs. The National Center for Improving Science Education lists the following major conceptual themes for science: cause and effect, change and conservation, diversity and variation, energy and matter, evolution and equilibrium and models and theories. (Bybee et al. 1990)

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