1. Know, use, and interpret scientific explanations of the natural world.
2. Generate and evaluate scientific evidence and explanations.
3. Understand the nature and development of scientific knowledge.
4. Participate productively in scientific practices and discourses.

The report also noted that additional research was needed to shed more light on how learning occurs across these four strands.

Now, a new study looks into which teaching practices most effectively help students learn science. In Exploring What Works in Science Instruction: A Look at the Eighth Grade Classroom [pdf], Henry Braun of Boston College along with researchers from the Educational Testing Service, identify teaching strategies that lead to higher test scores.

The research team found the highest test scores were associated with reading science textbooks, performing hands-on investigations, writing extended answers to questions, discussing results from hands-on activities, and working with other students on science projects. Other factors impacting student performance include teacher experience and demonstrations, science tests, written papers, and discussions of science in the news. Oral reports and research projects did not lead to improved results.

“Learning is broader than schooling, and informal science environments and experiences play a crucial role,” said Philip Bell, co-chair of the committee that wrote the report, and associate professor of learning sciences at the University of Washington, Seattle. “These experiences can kick-start and sustain long-term interests that involve sophisticated learning. Think of the child who sees dinosaur skeletons for the first time on a family trip to a natural history museum, and then goes on to buy dinosaur models and books, do Web searches about dinosaurs, write school reports on the subject, and on and on.”

The report outlines six “strands” of science learning that can happen in informal settings, and these strands help refine evaluations of how well people are learning in these environments. For example, learners can experience excitement and motivation to learn about phenomena in the natural and physical world. They can come to understand and use concepts and facts related to science. They can learn how scientists actually conduct their work using specialized tools and equipment. And they can develop an identity as someone who knows about, uses, and sometimes contributes to science.

• Systems thinking to analyze and understand complex phenomena.
• Inquiry activities to develop understanding of scientific ideas.
• Application of the science they are learning to solve real-world problems.
• Understanding of the domains of science: physical science, life science, and earth and space science.

“In the United States, we teach a mile wide and an inch deep. The folks that are doing better on national standardized tests teach less, more deeply,” said Mary McClellan, science director for teaching and learning at the Office of the Superintendent of Public Instruction. The new, recommended science standards cover fewer concepts per year, but investigate each topic in greater depth.

Like many Silicon Valley start-ups, Schmal started in a garage. “Its array of 400 workshops now spans biology, chemistry, earth science, forensics, math and physics. Last year, the group conducted science workshops at 85 San Jose schools in 18 districts, serving 14,000 pre-K to 12th-grade students.” They hope to serve 10,000 with the BioMobileLab and have plans to deploy several more in the S.F. Bay Area.

For more information about Schmahl Science Workshop, visit www.schmahlscience.org.