Linking Invasive Species to the Connecticut Science Frameworks

The section below describes the state of Connecticut's efforts to establish state science education standards or frameworks. This is not a unique event, but rather has occurred throughout the country. The section below only serves as an example of linking the authentic science planned for the invasive species survey to some of the CT Frameworks, and is not meant to be inclusive.

The Connecticut Core Science Curriculum Framework

The Connecticut State Department of Education worked with educators, school administrators, universities and industry to craft a vision of science education in the State of Connecticut for the 21st Century. The goals were to promote science literacy and motivate students to pursue careers in STEM (Science, Technology, Engineering and Mathematics). The process culminated in the release of the "Core Science Curriculum Framework" in October, 2004 that defines the main conceptual themes and content standards that students are expected to learn in their elementary, middle and high school science classes. The roles of the science framework were defined as: 1) to articulate the core science ideas, knowledge and skills that all Connecticut students should learn, 2) to define the knowledge, abilities and understandings that students are expected to demonstrate on the statewide science assessments and 3) to influence the way science is taught and assessed. The document also describes the specific performance metrics that will be assessed on the statewide science assessments.

The document defines scientific literacy as:

"Scientific literacy requires the ability to apply critical thinking skills when dealing with science-related issues. The framework was designed to target the age-appropriate critical thinking - or inquiry - skills that should be infused in the learning of each of the content standards. Further, in limiting the number of content standards required to be taught, the framework allows for the implementation of a hands-on/minds-on science program in which students and teachers have time for in-depth explorations that build an understanding of the way in which scientific knowledge is created, validated and communicated." Core Science Curriculum Framework, CT SDE, 2004

Authentic Science

From the statement above, it is clear the framers recognized the importance of inquiry as well as the importance of a hands-on approach to learning. These elements, translate into problem based learning within an authentic learning environment. The educational research literature supporting this approach is plentiful (Kardash and Wallace, 2001; Brown et al. 1989; Brown & King, 2000)
In fact the subheading of the Frameworks document is: "An invitation for Students and Teachers to Explore Science and Its Role in Society" indicating the focus upon real-world applications of science to address societal need. The CT SDE further recognizes the following precepts: 1) science learning in a context of real world issues and technologies, 2) science learning that is interesting & relevant to students, 3) science learning that is an active and thoughtful exploration of questions and problems.

The challenge facing educators is how to meet the goals of the Frameworks within the context of authentic science activities. Fortunately, at the same time, scientists are being asked to recognize, develop and promote a "broader impact" of their science. This has become known as "Criteria Two" in the review process of the National Science Foundation, which is a clear indication of the significance that the agency places on achieving this goal. One solution to meet the expectations of teachers and the needs of scientists, therefore, is to promote meaningful teacher/researcher interactions within the context of the Frameworks. This is what the real-time Webcast and percent cover learning activity are intended to do.

The Relevant CT Frameworks

Below are two examples of the Connecticut Science Framework Content Standards and Expected Performances from middle school and high school grade levels, the first number of the Content Standard indicates the grade level.

Linking the Frameworks to Invasive Species and Marine Science

Below the content standards are related to questions and issues associated with the invasive species in LIS research topic that could provide background information for meaningful discussion of the topic as well as how the topic could be used to fulfill the Performance Expectation.