Science Learning Matters: Iowa within the Context of the NAEP Assessments

The National Assessment of Educational Progress (NAEP) report (Mullis and Jenkins, 1988) states that science exerts a pervasive influence on the quality of the lives of all citizens, and that it is essential that all productive citizens be able to understand and resolve the increasing number of societal problems related to science and technology. Our national position as a world leader is dependent upon such knowledge and skills. In Iowa, a state striving to improve its national and world economic status, these NAEP analyses are critical

Mathematics and Science Education Pays Off

2. mathematics Many states have implemented legislation in an effort to improve science and mathematics education in our nation\u27s schools. Last year; the Iowa General Assembly enacted House File #532. The bill established several innovative state programs designed to encourage greater emphasis in the study of mathematics and science. Three of these programs were to be administered by the Iowa College Aid Commission, and had direct influence on K-12 science courses, teachers, and prospective teachers

Applying Technology to Alleviate the Problems Created by the Shortage of Qualified Math and Science Teachers

In November, 1982, a report (Gerlovich et al., Note 1) was delivered to then Governor Robert D. Ray outlining the problems in science education in Iowa and recommendations for addressing them. Among the major needs outlined were: 1. Salaries of teachers in short supply must be made competitive with those in the private sector. 2. Preservice scholarship and loan forgiveness programs must be initiated for science teaching. 3. Cost effective, continuous, inservice programs for upgrading current science teachers should be initiated. 4. Prospective science teachers should complete coursework for the DPI all sciences approval to improve their employability. 5. Local schools should require 2 years (units) of science (1 biological, 1 physical science) for graduation; 3 units for those students who are college bound (Gerlovich & Unruh, Note 2)

Are We Buying Our Science Students?

In recent years, several reports have addressed perceived crises in science education in the United States, including: A Nation at Risk. Produced by the National Commission on Excellence in Education, USOE, Washington, D. C., 1983; Science and Mathematics in the Schools: Report of a Convocation produced by the National Academy of Sciences, 1982; Fifty State Survey of Initiative in Science, Mathematics and Computer Education, produced by the Education Commission of the states, Denver, Colorado, 1983

Changes in Science Enrollments and Graduation Requirements in Iowa Public High Schools, 1973-1983

In recent years, public education has received stringent criticism for its performance in producing students who have a very low level of competency in some subjects (National Commission on Excellence in Education, 1983). The media and various professional organizations have conceded that students in the United States have, in recent years, performed poorly in science when compared with students from other developed nations (Jacobson and Doran, 1985). Alleged reasons for poor performance on the part of U.S. students include shortage of qualified teachers, apathetic or negative public attitude toward schools, changing sociological and educational roles of the parent and ~ excessive governmental control, increasing litigation to solve educational problems, economic depression, lack of enforced state and local board educational standards, and decreasing student enrollments in high school science courses (Excellence in Education Task Force, 1984)

A National Computer Conferencing Network for Science Education

If science educators -- curriculum planners, supervisors and teachers -- were linked by telecommunications networks, all could experience the advantages of a conference without the usual disadvantages, such as travel costs or loss of valuable work hours. And these experiences could be frequent, regular and on-going. Motivated by such possibilities, the Council of State Science Supervisors began setting up a national telecommunications network for science education in 1986. Support for the idea came in the form of a grant from the National Science Foundation, the cooperation of state and federal government agencies and equipment and technical aid from the IBM Corporation

Technology Available to Iowa Teachers through Area Education Agencies

Recently, we have, as a nation, come to realize the vital need for technology literacy among our citizens if we are to cope in a global society. Iowa educational leaders are striving to gain a competitive edge m this area. Working for this edge, the Iowa Department of Education has hired a technology consultant, and guides are being refined to help educators address the topic in their curricula. Standards have been adopted by the State Board of Education relative to telecommunications in Iowa classrooms

A Study of Some Effects of Water Chemistry on Growth of Betta splendens

Experimental (varying water chemistry) and Control (constant water chemistry) quart jars· containing single specimens of the fish were tested over an eighteen-week period. Organisms were weighed before and after this period to determine net growth, possibly associated with changes in the ecosystems. Alkalinity, carbon dioxide, dissolved oxygen, total hardness, nitrates, nitrites, pH, and bacteriological parameters were tested. Statistical analyses revealed that chemical parameters exist correlated with particular light levels. Changes in water chemistry could not be correlated with growth. Information obtained suggests light may affect growth of inhabiting Bettas but more information is needed to confirm this. Certain chemical parameters appeared to be required for visible algal blooms to appear. These blooms were found only in experimental containers receiving maximum light. They were preceded by increasing alkalinity and carbon dioxide levels

Energy Concepts in the Iowa School Curriculum

Public school energy costs have soared nationally 150 percent since 1972-73. According to Educational Facilities Laboratories (EFL), that represented a $50 expenditure per student during the 1977-78 academic year (1). School energy costs have doubled in the past 5 years .... Districts surveyed reported hikes ranging from 35 percent to over 400 percent, the average being 110 percent