ERIC Number: ED415264
Record Type: Non-Journal
Publication Date: 1997-Nov
Reference Count: N/A
The Impact of Project 2061 on Science Education in Northeastern Louisiana Classrooms.
Webb, Paula Bauer; Pugh, Ava F.
Project 2061, a broad-based science reform movement, was launched by the American Association for the Advancement of Science, the Carnegie Corporation of New York, and the Andrew W. Mellon Foundation to define the fundamental science and mathematics American students should know. A second phase of Project 2061 translated the defined learning goals to curricula for grades 2, 5, 8, and 12, and a third phase is the current collaboration of scientific organizations and others to turn the curriculum blueprints into lasting educational practice. This study examined the impact of Project 2061 on science education in northeastern Louisiana schools. Ninety-seven teachers of science from 10 schools completed a survey. Only 3% had a background in pure and applied science, but 88% had an education degree. Forty-four percent of these teachers taught in grades K though 3, and 35% taught grades 4 through 6. Twenty-nine percent taught at the middle school or high school levels. The following conclusions were made: a majority of these teachers recognized the importance of science education; all of the pedagogies suggested by Project 2061 had been used to varying degrees in these schools; the teachers were fairly knowledgeable about the Louisiana program that launched Project 2061 in the state. However, money for science equipment and supplies was inadequate. Recommendations to implement Project 2061 to a greater degree, and to improve science education in Louisiana are presented. (Contains 7 tables and 30 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana