Open Access Graduate Research Paper
In recent years, instructional time for elementary science has taken a back seat to the teaching of reading in the Spirit Lake School District. Because of the emphasis placed on ITBS (Iowa Tests of Basic Skills) scores, the administration advocated teaching reading twice a day, therefore, promoting the idea that students need to be able to read well to do other subjects. It was implied that students would "pick up" science incidentally and there would be time to study the subject m depth after mastering reading in the early grades. Teachers were eager to accept this new philosophy because of reasons not unlike those revealed by The National Assessment of Educational Progress Survey (1988). This survey involved thousands of teachers who felt the obstacles to teaching science were a lack of confidence in their skills to teach science effectively, equipment to do the job, and time for planning and instruction. This new thrust towards reading made extra time available for teachers to teach language arts-- a subject for which they felt more qualified and one for which they didn't need extra equipment to do the job.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
1 PDF file (35 leaves)
©1992 Eileen Kay Nation
Nation, Eileen Kay, "The role of science in the elementary curriculum" (1993). Graduate Research Papers. 2979.