IV. Comments:

In the process of arriving at the science competencies we are trying to identify the necessary components for success in science for the future technological world. Identification of problems, delivery systems, proposed model programs and experiemental courses should be taken into consideration.

A. Technology

Science and technology are complementary interacting disciplines. A report of the Project 2001 phase 1 technology panel defines technology as "the application of knowledge, tools, and skills to solve practical problems and extend human capabilities." Technology is the study of the "human-made" world, while science explores natural phenomena. The application and development of technology relies on a science knowledge base. Technology is oriented toward creating a system of a pragmatic object to meet a specific societal need. The "technological method" is a problem-centered approach, governed by human needs and the desire to solve human problems.

A report by the NSTA states, "Each candidate for graduation will demonstrate quantitative and scientific literacy, including an understanding of the transforming role of technology in a world society." The report recognizes the future projections which call for more "scientifically, mathematically, and technologically literate persons...aware of the interdependence of math, science, and technology; capable of thinking in a scientific way; knowledgeable about the key concepts of science, math, and technology as a human enterprise...".

With this recognition of the importance of technology literacy for future graduates of the Taipei American School it is surprising that appropriate courses have not been included as specified electives to meet a new set of requirements for graduation. Such technology courses could reinforce basic scientific principles. Technology education is an evolving discipline which prepares individuals to comprehend and contribute to a technologically-based society.

We strongly recommend that we initiate discussion of curriculum integration and develop model courses in technology with appropriate evaluation of courses and programs throughout a pilot period. Several of these programs have been developed at the International, National and State levels. One example is a course known as "Principles of Technology", an integrated Physics/Technology course that has gain considerable attention in the United States. I developed this course, so we have a good resource of the mission and outcomes included in such and integration process. With the new school strategic planning it could offer TAS an excellent opportunity to persue this possibility for students that sometimes, for many varied reasons, fall through the cracks of an educational system.

B. Specific Content Areas (Section III)

Because of the overwhelming amount of scientific information that is available today, careful selection of the most relecant and applicable information is essential. Selected topics should be covered in depth. A historical
development of some topics will enable students to understand the development of major scientific theories.

Success is highly correlated with attitudes and habits as well as ability. Science classes should be sufficiently challenging to insure that students develop the habits and skills needed to be successful in college. Advanced Placement and International Baccalaureate Program courses should be encouraged wherever appropriate because of their rigor, enrichment and extension activites it provides to your existing curriculum. These programs may be especially useful in conjunction with the schools philosophy and mission to educate all learners.

Students who wish to have a stronger background in science should be encouraged to take four years of high school science and mathematics. This recommendation applies to students who desire the broadest possible background as well as those who plan to pursue a career in science and technology. These students should be encouraged to elect one year of biology, chemistry and physics. One-year sequences in the three disciplines provide a much broader background if starting in the 9th grade with biology, chemistry in 10th grade, physics in the 11th grade, with an additional year of advanced work in one discipline. This will offer the opportunity for students to be involved in theoretical and experimental research during this last year of study.

All students should have continuous exposure to school science prior to high school. The competencies described in the previous sections build on those experiences. All science classes K-12 should be presented so that the broadest possible pool of students including women, minorities and disabled develop positive attitudes.

The most appropriate mechanism for the incorporation of technology into the science curriculum of students merits special consideration. Science educators should integrate appropriate technology examples and applications into their courses. Extensive cooperation and planning between science and technology educators in this effort would be beneficial. Team teaching may be appropriate in some courses.

C. Integrated Science Classes:

While nearly all students enroll in biology, and chemistry, physics typically has much smaller enrollments. The failure of most students to take chemistry and particularly physics (the most basic of the sciences) means that many lack the broadest possible high school science background. This avoidance may cause students to self-select out of college science courses and lead to perceptions that certain career choices are closed to them.

Alternatives to the traditional one-year sequences in the specific science disciplines might address this problem and should be explored. A number of alternatives may be elected for this change in sequences, such as combinations of integrated courses. Models should be encouraged and piloted.

TAS could initiate and test a variety of integrated science courses in which appropriate topics from the different science disciplines are taught every year. The exact nature of the integration would be left up to the school and its staff. These courses could emphasize interrelationships between the different science disciplines and technology. Physics would not be neglected since it would be taught every year in the required science classes.

It is not clear why Earth/Planetary science is most commonly taught at the middle school / junior high school level. Integrated science classes would be a potential mechanism to introduce more Earth / Planetary science in the high school. The study of any science topic is ultimately based on the fundamental scientific knowledge and processes of that discipline. Therefore, any science topics can be used as a vehicle for introducing fundamental science knowledge.


D. Assessment:

Modification of science classes and teaching methods to meet the recommended competencies could be accelerated and enhanced by the development of authentic assessment methods. This is a difficult area because improperly designed achievement testing may drive the curriculum in an undersirable direction as teachers may "teach to the test." Every effort should be made to develop authentic assessment methods for classes which use inquiry methods and emphasize science process skills.