ERIC: Educational Resources Information Center
The Elementary Science Study began in 1960. David Hawkins asked a group of curriculum developers, under the title of the Education Development Center, to meet in Newton, Mass., in order to produce childproof equipment. They produced an assortment of equipment that was resourceful. Therefore, it was urged they also develop curriculum to accompany the equipment. The National Science Foundation agreed to fund the project, and the Elementary Science Study was born.
There were a total of 56 modules developed (i.e. Life of Peas and Beans, Sink or Float, Rocks and Charts) that promoted open-ended experiences. These open-ended experiences allowed children a period of time to "mess-about" with the materials and equipment. A discussion with the teacher about what was discovered and suggestions for follow-up activities followed.
ESS developed curriculum in the areas of life, physical, and earth sciences as well as math integration. The modules were not designed as a scope and sequence or to teach one specific grade and thus, were easily adapted. The modules enabled teachers to use ESS as a supplement to existing science programs or to create an independent program. The philosophy of the ESS group was that scientific principles should be taught implicitly rather than explicitly. Another assumption was that children learn science by doing science. Finally, lessons should take into account developmental psychology.
In a 1977 National Survey, ESS was used in 15 percent of surveyed school districts (DeBoer, p. 167). Research "clearly [showed] that students in those programs achieved more, liked science more, and improved their skills more than did students in traditional, textbook-based classrooms" (Shymansky, p.15). Unfortunately, the program's strengths were also considered weaknesses. Many teachers felt inquiry was too unclear to put into practice and found it too hard to manage students. Thus, most ESS modules were put away in a cabinet to collect dust.
http://www.coe.ufl.edu/esh/Projects/ess.htm
The 1970s and 1980s began an age of environmental awareness and a commitment on the part of mankind to protect "Mother Earth." Every science education writer concerned with scientific literacy acknowledged the importance of adding environmental/ecological subject matter to science education. Energy conservation, survival of the planet and environmental pollution all effected the lives of students. Bybee argued that ecology would soon be an organizing theme for science curriculum. He suggested four goals related to the new movement: 1) the full development and nurture of the individual, 2) protection, conservation and improvement of the environment, 3) appropriate use of natural resources, and 4) the development of a sense of community. This mind set and list of goals became the backbone of the Science-Technology-Society curriculum orientation.
The beginning of a modern environmental shift in education was noted by the first publication of the Journal of Environmental Education in 1969. This shift was also marked by the congressional passage of the Environment Education Act which described environmental education as follows. "Other educational process dealing with man's relationship with his natural man-made surroundings, and includes the relation of population, pollution, resource allocation and depletion, conservation, transportation, technology, and urban and rural planning to the total human environment" (De Boer, Pg.182-184).
As with many things in education, however, the states had difficulty agreeing on one definition. This led to a differentiation in curriculum. Troy and Schwaab (1982) described environmental education as lacking organization and a sense of direction.
Although there were many difficulties, the 1970s and 1980s marked the introduction of the environmental perspective into science curriculum. It was used for many purposes, but the exposure ensured for an environmentally conscious tomorrow.
ERIC: Educational Resources Information Center
ERIC is maintained by the U.S. Department of Education and contains over 850,000 abstracts of documents about educational research and practice. A particular component of ERIC that pertains to science education is the Clearinghouse for Science, Mathematics, and Environmental Education (CSMEE) which is located at Ohio State University.
Exploration is when teachers provide students with many opportunities to explore scientific phenomena, using examples from their everyday experiences, and from the world that surrounds them. Through exploration, the students can "play" with materials and ideas in an open discussion with others. By playing with and investigating objects, they explore using their senses, and construct a view of the world and how it works. This allows students to apply their naive understanding and develop their explanations by experimenting. Exploration gives students a great chance to deal with their misconceptions. (California Science Framework, 1990; Siversten,1993).
Noted physicist, Dr. Frank Oppenheimer, founded the Exploratorium museum in 1969 and served as the director until his death in 1985.
Housed within the walls of San Francisco's landmark Palace of Fine Arts, the Exploratorium is a collage of hundreds of interactive exhibits in the areas of science, art, and human perception.
The Exploratorium stands in the vanguard of the movement of the "museum as educational center." It provides access to, and information about, science, nature, art and technology.
From 1991 until 2005, the museum was led by renowned French scientist and educator Dr. Goery Delacote. Currently, nationally renowned science education and policy expert, Dr. Dennis M. Bartels serves as the Executive Director.