Science is also more important than ever before. Opportunities in the field of science are endless as the demand for energy, medical care, communication and transportation has intensified. While American educators have continued to utilize an old model for teaching science, other countries around the world have established national curricula to ensure their children acquire important science skills in order to compete for quality occupations in science related fields. Schmidt insists that U.S. schools must expose all children to important science concepts from biology, chemistry and physics throughout their elementary, middle and high school experiences. Another problem that needs to be addressed in U.S. science education has to do with textbooks.
American textbooks tend to be full of endless lists of topics, vocabulary and lessons.
These topics are repeated from grade level to grade level and frequently overlap with previous learning. Acting upon this belief and looking specifically at science education in the Perry Public Schools, our teachers and administrators began looking at how and when we should deliver science topics to our students. At Perry Elementary, teachers recognized the need to introduce science in our K-2 program by selecting science related books for children to read as they build their reading and comprehension skills. Teachers also examined age-appropriate science topics to be taught in grades three and four. Our Special Education staff have examined science books used by the country of Singapore and will pilot these next year as a means of giving some of our special needs students an advantage in mastering science concepts.