Position Statement

This Texas Council of Elementary Science (TCES) Position Statement was respectfully submitted, as adopted by the TCES Executive Committee on April 4, 1998, to the Texas State Board of Education on behalf of that organization by Roger Stryker, President.

National Education Goal #5 states, "By the year 2000, United States students will be first in the world in mathematics and science achievement." In order to accomplish this goal, improve the performance of students at the secondary science level, and build a scientifically literate society, greater emphasis must be placed on quality elementary science education. The Texas Essential Knowledge and Skills (TEKS), National Science Education Standards, Project 2061's Benchmarks, and State Systemic Initiatives (SSI) all advocate the importance of improving science education at the elementary level.

TEXAS EDUCATION AGENCY, Technical Digest, Chapter 1 - "Background" states,

"The goal of the assessment program in Texas is to measure student progress toward achieving academic excellence. The primary purpose of the state student assessment program is to provide an accurate measure of student achievement in the areas of reading, writing, mathematics, social studies, and science to be used as a gauge for institutional accountability."

In light of the above statement and the importance of improving science education in the elementary grades, the executive board of the Texas Council of Elementary Science advocates a Texas Assessment of Academic Skills test be administered in science in at least one designated elementary grade every year.

Further, the Texas Council of Elementary Science strongly recommends and supports the following:

• 1. an elementary science curriculum that is consistent and aligned with Texas Essential Knowledge and Skills, National Science Education Standards, and Project 2061's Benchmarks.

  2. an elementary science curriculum that helps all students develop confidence to engage in independent thinking and foster positive attitudes toward science and scientists.

  3. an elementary science curriculum that engages all learners in hands-on, process-oriented, inquiry-based, and developmentally appropriate content that encourages problem solving and critical thinking.

  4. elementary students be engaged in a minimum of the equivalent to two and a half hours per week of science instruction, of which 60% is devoted to hands-on activities.

  5. elementary science instruction based on process and inquiry skills, such as observing, classifying, measuring, interpreting data, proposing hypothesis, and drawing conclusions.

  6. opportunities be provided for teachers to attend professional development workshops with topics that include content, methodology, current research, as well as safety rules and practices.

  7. opportunities be provided for teachers to meet regularly in grade-level groups and across grade levels to discuss science teaching and learning.

  8. opportunity, expectation and financial support be provided to teachers to attend at least one science workshop and/or state convention each school year, with the expectation that information be shared within the district.

  9. sufficient science supplies, equipment and materials be provided to deliver hands-on science instruction at each grade level.

  10. school buildings be designed and equipped so that each teacher and class has access to space allocated for storing supplies and engaging in hands-on and inquiry-based science.

  11. science personnel be available, such as a specialist, aide, supervisor, lead teacher, or mentor, to assist all teachers in each building with hands-on science lessons and materials, and to coordinate, integrate, and articulate the science program.

  12. principals and district administrators who assume strong leadership roles in supporting and implementing the science program, attend professional development programs in science, and advocate best practices in science education.

Texas Council of Elementary Science - Adopted April 4, 1998