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

The National Academies serve as advisors to the nation on issues of science, engineering, and medicine and perform public service by bringing together committees of experts in areas of scientific and technological endeavor. These science experts address critical national issues and give advice to the federal government, educators, and the public on issues of science, engineering, medicine, and research. The four Academies include: The National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council.

http://www.national-academies.org/

National Aeronautics and Space Administration (NASA)

NASA is charged with running the nation's space program and maintaining America's superiority in the aviation sciences. NASA has a very active education program that includes internet resources and teacher resource centers at the following NASA facilities. In addition, each state has some resource centers for curriculum support and dissemination.

Links to education operations at various NASA sites:

Ames http://education.arc.nasa.gov/
Dryden http://www.nasa.gov/centers/dryden/home/index.html
Glenn http://www.grc.nasa.gov/WWW/OEP/
Goddard http://education.gsfc.nasa.gov/
Goddard Institute for Space Studies http://www.giss.nasa.gov/edu/
Jet Propulsion Laboratory http://www.jpl.nasa.gov/
Johnson http://www.nasa.gov/centers/johnson/home/index.html
Kennedy http://www.nasa.gov/centers/kennedy/home/index.html
Langley http://edu.larc.nasa.gov/
Marshall http://education.msfc.nasa.gov/
Stennis http://wwwedu.ssc.nasa.gov/
Wallops Island http://www.nasa.gov/centers/wallops/missions/tacsat3.html

http://www.nasa.gov/

National Alliance of State Science and Mathematics Coalitions (NASSMC)

A non-profit association, the National Alliance of State Science and Mathematics Coalitions (NASSMC), works state by state in pursuit of its vision that:

1) All US students will have the necessary knowledge of, understanding of, and skills in mathematics, science, and technology, so they can be productive in their personal, work, and civic lives; and

2) The nation will have a competent and competitive workforce that continues to meet the challenges of the global economy. NASSMC's member coalitions work to combine the separate efforts of many individuals and organizations.

"Coalitions pursue goals not achievable by anyone organization or sector working alone."

Specifically, NASSMC:

• Is a coalition assisting with state-specific strategies to improve mathematics, science, and technology education;

• Links state coalitions across the nation with major national initiatives;

• Serves as a national information disseminator for its members;

• "Provides a national forum for the discussion critical issues relevant to the continuous and systemic improvement of mathematics, science, and technology education"

http://www.nassmc.org/about.html

National Assessment of Educational Progress (NAEP) - Report Card for the Nation and States

NAEP began in 1969, and is mandated by Congress as a project of the national Center for Education Statistics, the U.S. Department of Education. Its job is to monitor on a continuous basis the knowledge, skills, and performance of students at the national, regional, and state levels. NAEP assesses science and writing every four years, reading and math every two years, history or geography every six years. There are other areas that are chosen by the National Assessment Governing Board (NAGB), which was established in 1988 to formulate policy guidelines for NAEP. In the beginning NAEP assessed students aged 9, 13, 17 and at various grade levels. Since 1988, its samples have focused on age and grade representative populations, students from 4th, 8th, and 12th grades.

http://nces.ed.gov/nationsreportcard/

National Association of Biology Teachers (NABT)

This is the largest national association dedicated to the concerns of biology and life science educators. Dr. Oscar Riddle of the Carnegie Institute conceived the idea for NABT in June of 1936. In May, 1937 an announcement for a national association of biology teachers was published in The Teaching Biologist, the official publication of the New York Association of Biology Teachers. The response from the announcement warranted the granting of $10,000 by the Carnegie Foundation to support the new organization. July 1-2, 1938: delegates for the new association met in New York City to draft a constitution, design a journal, and elect officers. The first issue of The American Biology Teacher was released October 1, 1938. The first meeting in association with the American Association for the Advancement of Science was in Richmond Virginia on December 27-28, 1938.

http://www.nabt.org/websites/institution/index.php?p=1

National Association of Geoscience Teachers (NAGT)

The National Association of Geoscience Teachers exists to foster improvement in teaching earth sciences. NAGT is a professional society focused on teaching geosciences at all levels including K-12 teachers, college and university faculty, and educators working with teachers and the general public. Forums include formal instruction where teachers disseminate knowledge and informal instruction such as museums and science centers where the cultural significance earth sciences may be emphasized.

http://nagt.org/index.html

National Center for Science Education Inc.

The goal of NCSE is " improving and supporting evolution education and assuring inclusion of evolution (and not sectarian 'creation science') in public school curricula." They provide workshops for teachers on how to teach evolution, teaching materials, public education through the media, curriculum development, and text review.

Their publications include NCSE Reports (quarterly newsletter), Creation/Evolution (a semi-annual journal), Review of Creationist Books and Voices for Evolution- position statements from different scientific, religious, and educational organizations. NCSE is supported by membership contributions and some grants. Their Berkeley, California offices may be reached by telephone at 1-800-290-6006.

http://ncselegacy.org/creationism

National Center for Science Teaching and Learning

NCTSL Research Center 104
1314 Kinnear Road
Columbus, OH 43212
(614) 292-3339

The NCSTL is headquartered at the Ohio State University. Its main focus is on factors that effect science teaching and learning that are generally out of a classroom teachers' hands, such as social or cultural influences, public incentives and perceptions, political and economic forces, and the impact of new technologies. They are funded by a variety of sources including the National Science Foundation, the US Department of Education's Office of Educational Research and Improvement, Ohio State University and the Ohio Board of Regents. They publish two journals, COGNOSIS and the NCTSL Digest, as well as a series of monographs. NCSTL is active in promoting partnerships and collaborations between classroom teachers and science/technology experts, often from Ohio State University. They encourage open communication between teachers, scientists, administrators and public policy makers to discuss education reforms (White and Klapper, 1993 and Klapper, et al, 1991).

National Earth Science Teachers Association (NESTA)

The National Earth Science Teachers Association is a nonprofit educational organization, founded in 1983, whose purpose is the advancement, stimulation, extension, improvement, and coordination of Earth Science education at all educational levels.

http://www.nestanet.org/

National Institute for Science Education (NISE)

The University of Wisconsin-Madison formed NISE in July of 1995 with help from the National Center for Improving Science Education, Washington, DC, with funding from the National Science Foundation. It is a collaborative effort between educators in the School of Education, and the Colleges of Engineering, Agriculture and Life Sciences and Letters and Science. The research done is designed as a collaboration between not only education researchers, but also scientists and practicing teachers. Its overarching goal is to provide, in their own words, "an ambitious level of scientific literacy" in science, math, engineering and technology (SMET). They focus on efforts to:

Improve indicators, student assessment and program evaluation to promote efficiency and effectiveness in learning;

Facilitate sharing of information about exemplary programs and practices;

Conduct policy analysis at all levels to strengthen policy for SMET education;

Collaborate with the NSF Education and Human Resources directorate to ensure maximum effectiveness of programs;

Provide demonstration sites for reform.

http://www.wcer.wisc.edu/archive/nise/

National Science Education Standards

This 350-page document sets voluntary standards for science learning for students in grades four, eight, and twelve. It describes what all students, regardless of background or circumstance, should understand about science. It addresses seven major categories: science teaching, professional development for teachers of science, assessment in science education, science content, science education programs, and science education systems. Highlighted examples of exemplary teaching practices are included. Intended to inspire states and school districts to adopt standards that align with it so that national standards become a reality. Sensitive to the issue of the autonomy of states to determine their own education policies, the National Science Education Standards endeavors to be perceived as a recommended minimum, neither prescriptive nor federally mandated. Funded by the National Science Foundation (NSF), the U.S. Department of Education, the National Aeronautics and Space Administration (NASA), the National Institutes of Health (NIH), and a National Academy of Sciences president's discretionary fund provided by the Volvo North American Corporation, The Ettinger Foundation, Inc., and the Eugene McDermott Foundation (National Research Council, 1996).

http://www.nap.edu/openbook.php?record_id=4962

National Science Foundation/Grants (NSF)

The federal agency, created in 1950 during the great expansion of federal agencies and services, was designed to exploit the "frontier of science" for the good of the nation. The launching of Sputnik helped to solidify the ties between the agency and the academic science community. Today, international economic competition in a high technology world has the NSF giving high priority to science education including professional support, curriculum reform and design, and community support. The NSF uses a flexible grant mechanism to fund its programs and peer evaluation of proposals. Controversies today include little science vs. big science, best science vs. geographic distributions, and applied vs. basic science. Since its inception, annual budgets have ranged from $7 to 465 million depending on the social, political, and economic climate (National Science Foundation, 1988).

The National Science Foundation makes grants and awards in all areas of science, math, engineering, and education. Many NSF programs in these areas are funded through the Directorate for Education and Human Resources (EHR). Programs in the Division of Elementary, Secondary, and Informal Education (ESIE) fall under the EHR Directorate.

ESIE

(Pronounced "easy" by NSF insiders): Programs in the Division of Elementary, Secondary, and Informal Education (ESIE) focus on diverse aspects of science, math, and technology education for pre-kindergarten through high school students, as well as learners of all ages who wish to broaden their scientific and technological literacy. The Division's goals are to provide vision and leadership for SMT education and to develop the infrastructure needed to strengthen science, mathematics, and technology education in the United States. ESIE programs foster strong collaborations among higher education, K-12, and informal education sectors, as well as among disciplinary, education, and administrative experts at all educational levels. Awards are made once to twice a year for projects with budgets up to $5 million. www.ehr.nsf.gov/esie

ISE: The ISE initiative falls under the ESIE program and funds projects which focus on activities that provide rich and stimulating opportunities outside formal school settings, where individuals of all ages, interests, and backgrounds increase their appreciation and understanding of science, mathematics, and technology. ISE emphasizes collaborations between informal and formal education communities, increased access for individuals from underrepresented groups, and increased involvement of parents in their children's education. www.ehr.nsf.gov/esie/programs

The National Science Foundation, Program Solicitation and Guidelines, NSF 01-60, February 8, 2001

National Science Teachers Association (NSTA)

(703)243-7100

With its home base in Arlington, Virginia, the National Science Teacher's Association is a major professional organization for science educators, science teachers, science curriculum developers, and those interested in science reform. The organization provides professional development through its national, area, and internal conventions and through its curriculum and instruction publications. The organization was also one of the contributors to the development and publication of the National Science Education Standards. Furthermore NSTA publishes NSTA Reports; Quantum: The Magazine of Math and Science, and four journals, Science and Children, Science Scope, The Science Teacher, and The Journal of College Science Teaching.

http://www.nsta.org/

Nature of Science (NOS)

The intersection of scientific thought: The History, Philosophy, and Sociology of Science. The nature of science involves the role of logic, methods, knowledge production, law and theory development and their status, paradigms, revolutions, competing views, and research programs in science. Also included is the relationship between science and society and the psychological basis for scientific discovery and knowledge.

Nature Study

The nature study curriculum (1891-1932) was the core of science education during the turn of the century. It emphasized direct experience with the environment and the investigation of natural phenomena. Dozens of textbooks were published with exercises requiring teachers and students to collect, observe, and record experiences from their interactions with their local environment. "Study nature, not books" was a motto ascribed to 19th century naturalist Louis Agassiz and became the motto for the nature study movement. This curriculum preceded the progressive movement which later criticized nature study as being anthropomorphic and laced with theology. The progressive movement replaced nature study with "elementary science" which emphasized textbook, lecture and demonstration. Nature study has been characterized as the prototype of environmental education (Botsford, 1911).