Science Education Glossary: A: College of Education and Health Professions

AAAS is a non-profit professional society dedicated to the advancement of scientific and technological excellence across all disciplines, and in the public's understanding of science and technology. AAAS is among the oldest societies in America, having been founded in Philadelphia in 1848. AAAS has developed and sponsors Project 2061.

AIMS (Activities Integrating Mathematics and Science)

The non-profit AIMS Education Foundation produces hands-on instructional books (mostly for grades K-9), manipulatives, simple lab equipment, and a monthly newsletter that integrates several disciplines such as mathematics, science, language arts, and social studies. The instructional books are reasonably priced ($15) and very teacher-friendly. Sample titles include: Our Wonderful World, Solutions for Math + Science, Fun With Foods, Electrical Connections, From Head To Toe, and Microworld Adventures. The monthly newsletter with additional hands-on lessons is $30 per year for 10 issues.

AIMS began in 1981 with a grant from the National Science Foundation at Fresno Pacific College, California. "The number one objective of AIMS in mathematics and science education is to nurture student interest in these disciplines" (Wiebe, 1989). The Foundation has an extensive national professional development program in which teachers can attend workshops and leadership training on AIMS philosophy and methodology. Most programs run during the summertime. Contact the AIMS Education Foundation, P.O. Box 8120, Fresno, CA, 93747-8120, phone 209-255-4094, fax 209-255-6396, or e-mail AIMS for an up-to-date schedule and a catalog of materials.

Alphabet Soup Science

Refers to the vast number of programs developed during the 1960s cited by their acronyms such as BSCS (the Biological Science Curriculum Study, 1960) and CHEM (Chemical Education Material Study, 1963).

The federal government and private agencies financed these projects. Many projects were discontinued in the 1970's because of the perception that the curriculum development programs were ineffective.

The programs had the following common features:

Developed after 1955 in response to Sputnik and the growing concern that our students were losing the space race;
Emphasized processes of science;
Integrated laboratory activities into course discussions;
Emphasized higher cognitive skills and an appreciation and understanding of the nature of science ( Kyle, Shymansky, Alport 1982).

Alternative Assessment

A testing or evaluation method not part of the traditional testing methods used by educators. Good examples at present include Portfolio Assessment, or Practical Assessment. These methods, instead of using performance on tests as the evaluator, use examples of student work, or the ability to perform given tasks or skills. For some areas of study, alternative assessment methods are the best suited forms of evaluation.

American Association of Physics Teachers (AAPT)

One Physics Ellipse, College Park, Maryland 20740-3845

This association is dedicated to assisting "physics teachers and others who are committed to the improvement of science education." Dr. P. E. Kopsteg became dissatisfied with the amount of attention being paid to physics education by the American Physical Society. Through discussion with other members he found that many shared his concern. He met with S. L. Redman, a one-time high school science teacher, and M. N. States, from the University of Kentucky, to discuss this concern. The three compiled a list of individuals who they felt might have an interest in a society of physics teachers. December 30-31, 1930, Cleveland, Ohio: delegates, derived from this master list, met, drafted a provisional constitution, elected officers, and planned the first annual meeting. The first annual meeting was held in New Orleans in 1932. AAPT met in association with the American Association for the Advancement of Science (AAAS) and the American Physical Society (APS). The first issue of the American Physics Teacher was released on February 1, 1933.

American Astronomical Society (AAS)

The American Astronomical Society (AAS) was established in 1899 and today serves to connect professional astronomers in North America, to provide public outreach, and to assist professional educators. The basic objective of the AAS is to advance astronomy and closely related branches of science. "The membership includes physicists, mathematicians, geologists, engineers and others whose research interests lie within the broad spectrum of subjects now comprising contemporary astronomy."

http://aas.org/

American Chemical Society (ACS)

The ACS, founded in 1876, has a membership of over 151,000 chemists and chemical engineers and is the largest scientific society in the world. Its goals include the support of scientific education and research and the promotion of public understanding of science. The ACS Education Division publishes print and video resources for use in K-12 education as well as in two-year and four-year undergraduate institutions. Among its K-8 publications and programs is Wonderscience Magazine, a magazine that describes hands-on activities that uses inexpensive, safe and easily accessible materials. Another is FACETS (Foundations and Challenges to Encourage Technology-based Science) an integrated science course for middle school that consists of 24 special-interest modules that use a scenario format to place science content in context and promote development of problem-solving strategies. NSF also supports, Operation Chemistry, an elementary and middle school teacher training project. High school resources include the ChemCom/Chemistry in the Community high school chemistry course, which consists of eight units centered on a chemistry-related societal issue.

In addition they publish Chem Matters, a quarterly high school chemistry magazine, available in print or CD-ROM format, that focuses on chemistry in everyday life; ACS sponsors the Chemistry Olympiad, a national and international chemistry competition for high school students; Project SEED (Summer Educational Experience of the Economically Disadvantaged), a social action program that places high school students in research laboratories during the summer; the SciTeKS Project (Science Technology: Knowledge and Skills), an applied chemistry, biology, and earth/space science technical course that is currently under development (1997).

For high school teachers, ACS publishes ChemSource, videotapes (SourceView) and print (SourceBook) resources that show both expert teaching and simulated ineffective classroom instruction.

Arkansas Science Teachers Association (ASTA)

The Arkansas Science Teachers Association (ASTA) began in the late 1940's. Its mission is to promote professional practices, encourage science teachers to accept leadership in scientific affairs, and to encourage cooperation among existing science teaching organizations, institutions, and agencies to advance science education.

ASTA has jointly developed and published the "Laboratory Safety Guide for Arkansas K-12 Schools" with the Arkansas Department of Education, and developed high school outline guides for all 9-12 classes.

More recently, ASTA developed a position statement on nature of science (that has national recognition), K-12 science equipment lists, K-12 science labs, science practice exams, and a science safety CD for all schools.

http://www.arkscience.org/

Arkansas Science and Technology Authority (ASTA)

In 1983, the Arkansas Science & Technology Authority was created. Its mission is to bring the benefits of science and advanced technology to the people of the state of Arkansas. To accomplish this mission, the Authority promotes scientific research, technology development, business innovation, and math, science and engineering education.

The Authority is comprised of a 14 member Board of Directors, who is appointed by the Governor to serve in staggered four-year terms. The Board has three directors who are scientists or engineers, two directors who are representatives of academic institutions, five directors who represent the private sector, three directors who represent the private sector and have knowledge and experience in the field of manufacturing, and the Director of the Department of Higher Education (or the Director's designee).

The Authority's staff is led by the President, the chief executive officer, who is responsible for the agency's programs, services and support functions. The Authority's activities are divided into three programmatic areas that include research, development and technology. The Board determines the allocation of funds to all projects supported by the Authority.

http://www.asta.arkansas.gov/

Articulated Science

Articulation of science content involves implementing one aspect of a strong science program at the local school site level through the development of a balanced science program that spirals the teaching of earth, life, and physical science concepts throughout the school grade levels. For example, one major problem of science programs before the development of frameworks was that in 1st grade a child learned about plants, and in 3rd grade received the same lessons, and in 4th and 5th grade the child learned the same concepts about plants again. There was little delineation between grade levels of what concepts about plants should be taught. Therefore, students experienced the same curriculum and concepts repeatedly instead of the concepts being built upon and expanded. As a result, students never experienced a complete curriculum or range of science concepts. Articulation helps avoid this when a school or district creates a content matrix. Creating the matrix involves the staff working together and developing a matrix indicating unifying concepts in physical, earth, and life science. Later, themes and concepts for each grade level are determined. This results in students experiencing all of the science strands, a variety and range of science concepts, and spiraling of science ideas. Some publishers have also created content matrices for schools to utilize. Articulation can then occur not only within a school but also between an elementary, middle, and high school.

Association for the Education of Teachers in Science (AETS)

AETS is an organization that is dedicated "to promote leadership in, and support for those involved in, the professional development of teachers in science." Since its start in the late 1920s, AETS has provided educational conferences for science teacher educators. AETS sponsors seven regional conferences, along with an annual international conference in the winter. After becoming an official section of NSTA in 1959, AETS began sponsoring workshop sessions at NSTA national and regional meetings.

AETS presents five awards to its members at the annual conference, which are:

Outstanding Science Teacher Educator of the Year
Outstanding Mentor Award
Honorary Emeritus Membership
Innovation in the Teaching of Science Teachers
Implications of Research for Science Teacher Education.

The Journal of Science Teacher Education is published by AETS through Kluwer Academic Publishers. This journal provides practical information concerning science teacher preparation. Individuals interested in submitting articles to the journal or in joining the organization should visit the world wide web at http://www.theaets.org/. The organization also publishes a newsletter quarterly that is available on-line via the AETS home page. This useful newsletter contains AETS announcements, nationwide job openings, and reports concerning science teacher education.

Association of Science and Technology Centers (ASTC)

Founded in 1973, the Association of Science-Technology Centers (ASTC) is a nonprofit association with over 500 members, composed of science centers and related institutions, including zoos, nature centers, aquaria, planetariums, space theaters, and natural history and children's museums. ASTC membership includes over 400 science museums in 43 countries with a combined annual attendance of more than 90 million visitors in the United States alone. ASTC supports and stimulates excellence and innovation in science museums, and strengthens their capacity to serve as effective community resources in promoting public understanding of science and technology.

The Association of Science and Technology Centers (ASTC) is an "organization of science centers and museums dedicated to furthering the public understanding of science among increasingly diverse audiences." ASTC fosters innovation by linking its members worldwide advancing common goals, providing professional development, promoting best practices, supporting effective communication, and strengthening local science centers. As an organization at large, successful partnerships and collaborations are the primary focus of ASTC.

To contact ASTC, write to: Association of Science and Technology Centers Incorporated, 1025 Vermont Avenue NW, Suite 500, Washington, DC 20005. Phone 202/783-7200, Fax 202/783-7207.

http://www.astc.org/

The Association for Science Education

"Teachers Helping Teachers Teach Science"

This is a British organization geared to help science teachers (secondary and primary) in the following ways:

Offering workshop courses;
Offering help and advice by telephone (For example, answering questions like, "How would one dispose of 10g of thorium hydroxide?");
Creating a liaison between National Curriculum and assessment councils;
Enhancing teaching by setting up visits to industrial sites and classroom conferences with industrial consultants;
Writing science teaching manuals including home experiments, safety guides, teacher help;
Keeping up with the latest teaching ideas and developments in science.

Authentic Assessment

This term is used to characterize a variety of methods that examine students' ability to solve problems or perform tasks that closely resemble authentic situations (Ficher & King, 1995). Testing methods that require students to create an answer or a product that demonstrates their knowledge or skills...can take many different forms including writing an extended essay, conducting an experiment, presenting an oral argument, or assembling a portfolio of representative work (U.S. Congress, Office of Technology Assessment, 1992). Implementing authentic assessment is an important component of science and educational reform. Ficher & King (1995).