Do you remember learning science in elementary school? Many of us don't. In years past, science was seen as out of place in elementary school classrooms, too hard for children to understand and not relevant to their daily lives.

Today, this view of science education is changing. Over the past several years, there has been significant effort to introduce children to science at an earlier age, to allow students to explore science the way that scientists themselves do, and to teach for a deeper understanding of science concepts rather than memorization of scientific facts.

Known alternately as inquiry-based science, discovery science, hands-on, and minds-on science, this reform effort really took off with the publication of the National Science Education Standards in 1996. This is a nationally-developed guide that defines what every student should know, understand, and be able to do in science. The standards call on schools to help children develop "scientific literacy"-- a broad understanding of scientific concepts, the ability to apply and communicate knowledge, and appreciation for the scientific method.

What does this mean for the average elementary school student? The way he or she learns science today is likely very different than in past years. In an inquiry-based classroom, students do not just read from textbooks. They observe objects and events, construct explanations, ask questions, test ideas, and communicate their thoughts to others. Students are more likely to work in groups, solving real-life problems with real-life materials. Students have greater access to the tools of science, like magnifying glasses, scales, and computers. Instead of looking to the teacher to tell them the answer, today's students are learning how to find out answers on their own, by developing questions, testing hypotheses, and analyzing data.

Children are also learning science at an earlier age. As education researchers find out more about how children learn science, they are realizing that children learn science sequentially, building up knowledge over time. Children who learn basic concepts in the early grades are better able to make sense of more sophisticated concepts and processes as they are introduced in the later grades. And starting science instruction at a young age also allows teachers to capitalize on children's innate curiosity about the world around them, creating a more positive attitude towards science.

Assessment in science has changed as well. Rather than checking to see whether students have memorized scientific terms or equations, assessments being encouraged today probe for deeper understanding of concepts and ability to use knowledge in new situations. Teachers assess students not only through paper and pencil tests but by watching them perform experiments, by talking to them about their studies, and by looking at drawings and journals as well as more formal written work.

Another important change in the way science is taught today is an emphasis on equity in science education. In an increasingly technological world, all children will need to be scientifically literate in order to make informed decisions about important issues. The standards make clear that every child, not just future scientists or engineers, deserve a rich and vibrant education in science.

© 2000 WGBH