During the 1980s and the 1990s, science educators reflected on the philosophy and goals that should guide science programs and curriculum into the 21st Century. It was a period marked by numerous reports and proposals (over 300) by convened committees funded by various public and private granting agencies, as well as by a number of scientific organizations. This period of reflection was brought on by what some citizens in the United States perceived as a "crisis" in (science) education. One report claimed that the nation was at risk because of the "rising tide of mediocrity that threatens our very future as a Nation and a people." The report went on and said "if an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war." Strong statements, indeed. Yet a host of reports appeared that made similar charges. Later in the chapter we'll examine these reports in more detail.
Most of the organizations within the community of science education issued reports making recommendations for science teaching in general, and depending upon the organization, recommendations for one aspect of science education, e.g. biology, chemistry, earth science. Organizations typically do this from time-time, especially during periods of crises. For example, one report issued by the National Science Teachers Association called "The Scope,Sequence and Coordinaation Project," proposed a new organization of the science curriculum. The Committee on High-School Biology Education of the National Research Council issued a report in 1990 entitled Fulfilling the Promise: Biology Education in the Nations Schools. The American Geological Institute developed a report on the teaching of Earth science entitled "Earth Science Education for the 21st Century." Another report, "Professional Standards for Teaching Mathematics," issued by the National Council of Teachers of Mathematics, stresses the connection between mathematics, science and computers.
For now, let's focus our attention of three reports that have and will continue to have a powerful impact on the direction of science education. We will briefly examine the following reports, their recommendations and implications for goals of the science curriculum:
• New Designs for Elementary School Science and Health (1989) by the BiologicalSciences Curriculum Study (BSC)
• Project Synthesis (1981) by the National Science Teachers Association (NSTA)
• Project 2061 (1989) by the American Association for the Advancement of Science (AAAS)
• The Scope, Sequence, and Coordination Project (1990, NSTA)
Further, we will also draw some conclusions based on the implications of recent research on cognitive science and problem solving on the goals of science curriculum.