National Science Education Standards

Concepts of this publication align with the following National Science Education Standards.

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History and Nature of Science: Content Standard G

Science as a Human Endeavor

• Women and men of various social and ethnic backgrounds--and with diverse interests, talents, qualities, and motivations — engage in the activities of science, engineering, and related fields such as the health professions. Some scientists work in teams, and some work alone, but all communicate extensively with others.
• Science requires different abilities, depending on such factors as the field of study and type of inquiry. Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity — as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas

Nature of Science

• Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. Those ideas are not likely to change greatly in the future. Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.
• In areas where active research is being pursued and in which there is not a great deal of experimental or observational evidence and understanding, it is normal for scientists to differ with one another about the interpretation of the evidence or theory being considered. Different scientists might publish conflicting experimental results or might draw different conclusions from the same data. Ideally, scientists acknowledge such conflict and work towards finding evidence that will resolve their disagreement.
• It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Although scientists may disagree about explanations of phenomena, about interpretations of data, or about the value of rival theories, they do agree that questioning, response to criticism, and open communication are integral to the process of science. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists.

History of Science

• Many individuals have contributed to the traditions of science. Studying some of these individuals provides further understanding of scientific inquiry, science as a human endeavor, the nature of science, and the relationships between science and society.
• Tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted.

Science in Personal and Social Perspectives: Content Standard F

Personal Health

• Sex drive is a natural human function that requires understanding. Sex is also a prominent means of transmitting diseases. The diseases can be prevented through a variety of precautions.
• Natural environments may contain substances (for example, radon and lead) that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.

Risks and Benefits

• Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks.
• Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking).
• Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits.
• ]Important personal and social decisions are made based on perceptions of benefits and risks.

Science and Technology in Society

• Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental.
• Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research.
• Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

Life Science: Content Standard C

Structure and Function in Living Systems

• All organisms are composed of cells--the fundamental unit of life. Most organisms are single cells; other organisms, including humans, are multicellular.
• Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs.
• Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms.

Reproduction and Heredity

• Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. Some organisms reproduce asexually. Other organisms reproduce sexually.
• Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another.
• Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes.

Regulation and Behavior

• An organism's behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history.

Diversity and Adaptations of Organisms

• Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry.
• Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.
• Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the earth no longer exist.

Science as Inquiry: Content Standard A

Understandings about Scientific Inquiry

• Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
• Current scientific knowledge and understanding guide scientific investigations. Different scientific domains employ different methods, core theories, and standards to advance scientific knowledge and understanding.
• Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.
• Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.
• Science advances through legitimate skepticism. Asking questions and querying other scientists' explanations is part of scientific inquiry. Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations.
• Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data. All of these results can lead to new investigations.

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Copyright November 2007 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.