BUMBLEBEE PROGRAM - DR. EDWARD HAYNIE

Editor's Note: this is the first installment of a two-part article on Building Good Science Facilities made available by NSTA.

Through the National Science Education Standards, our profession has called for learning environments where students explore, inquire and construct their own knowledge about the physical world. Good science almost always requires the uniquely adaptable learning space we call a laboratory, as well as access to spaces for research, nature studies and reflection. Yet the vast majority of communities moving toward the Standards will find their progress limited by the facilities available in their schools.

Record numbers of school buildings are in disrepair. One third of all schools (serving over 14 million students) require either extensive renovation or total replacement. Another third of our schools have at least one major structural flaw, such as a leaky roof, crumbling walls, outdated electrical systems, or dysfunctional plumbing or heating. Many of the remaining schools have sound walls and mechanical systems but were planned without a clear understanding of the requirements for good science education. And with student population expected to grow by 20% from 1990 to 2004, many communities will simple need more or expanded facilities to combat crowding.

As we move toward the 21st Century and the Standards, we must be prepared to shoulder not only the challenge of revitalizing our science teaching but the parallel burden of renovating our facilities. Recent federal legislation, the Partnership to Rebuild America's Schools Act, has been designed to assist local communities and states to upgrade existing schools and construct new ones. Additional legislation, The Federal Telecommunications Act of 1996, has been provided to assist schools to upgrade technology within existing schools.

The National Science Teachers Association believes that science facilities deserve strong and continuous attention in our nation's schools. It is within science classrooms that students work, learn, and experience real science using tools and practicing the skills and habits of mind that encourage science learning. Students form their first and most lasting impressions of the importance of science in our school facilities. The attention our communities provide to good science classrooms communicates our regard for science and education.

Our efforts to remodel, redesign or replace facilities can be built on the foundation of the National Science Education Standards. The Standards describe our expectations for teaching and programs at the elementary, middle and secondary levels for a scientifically and technologically oriented society. They are aimed at developing scientific literacy for future workers.

This publication is designed to provide teachers, curriculum leaders and administrators with a broad vision of the role of facilities in science information as well as the information they will need to become valued contributors to any facilities project team. It includes the most up-to-date research and best practice about environments for science learning. We hope that this compilation can help project teams design spaces where science can be practiced as well as observed.

As science educators we believe that students construct their knowledge of the natural world in safe, secure yet stimulating learning environments. To achieve our goals, we often must become not only teachers but researchers, planners and advocates for the schools in which we work.

The National Science Teachers Association recognizes the importance of these principles for design. This publication should be a tool for teachers and their school teams to plan, design and implement exemplary science facilities for the youth of today and those of the 21st Century. The information in the chapters which follow should empower teachers, schools and communities to meet the challenge of the Standards.

All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another, and developed within and across grade levels to meet a clearly stated set of goals.

The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects.

The science program should be coordinated with the mathematics program to enhance student use and understanding of mathematics in the study of science and to improve student understanding of mathematics.

The K-12 science program must give students access to appropriate and sufficient resources, including quality teachers, time and materials, and equipment, adequate and safe space, and the community.


OVERVIEW	MISSOURI VOLUME 38, NUMBER 7 SCIENCE NEWS OCTOBER 1998 Creating a Learning Environment for Tomorrows Science Editor's Note: this is the first installment of a two-part article on Building Good Science Facilities made available by NSTA. Through the National Science Education Standards, our profession has called for learning environments where students explore, inquire and construct their own knowledge about the physical world. Good science almost always requires the uniquely adaptable learning space we call a laboratory, as well as access to spaces for research, nature studies and reflection. Yet the vast majority of communities moving toward the Standards will find their progress limited by the facilities available in their schools. Record numbers of school buildings are in disrepair. One third of all schools (serving over 14 million students) require either extensive renovation or total replacement. Another third of our schools have at least one major structural flaw, such as a leaky roof, crumbling walls, outdated electrical systems, or dysfunctional plumbing or heating. Many of the remaining schools have sound walls and mechanical systems but were planned without a clear understanding of the requirements for good science education. And with student population expected to grow by 20% from 1990 to 2004, many communities will simple need more or expanded facilities to combat crowding. As we move toward the 21st Century and the Standards, we must be prepared to shoulder not only the challenge of revitalizing our science teaching but the parallel burden of renovating our facilities. Recent federal legislation, the Partnership to Rebuild America's Schools Act, has been designed to assist local communities and states to upgrade existing schools and construct new ones. Additional legislation, The Federal Telecommunications Act of 1996, has been provided to assist schools to upgrade technology within existing schools. The National Science Teachers Association believes that science facilities deserve strong and continuous attention in our nation's schools. It is within science classrooms that students work, learn, and experience real science using tools and practicing the skills and habits of mind that encourage science learning. Students form their first and most lasting impressions of the importance of science in our school facilities. The attention our communities provide to good science classrooms communicates our regard for science and education. Our efforts to remodel, redesign or replace facilities can be built on the foundation of the National Science Education Standards. The Standards describe our expectations for teaching and programs at the elementary, middle and secondary levels for a scientifically and technologically oriented society. They are aimed at developing scientific literacy for future workers. This publication is designed to provide teachers, curriculum leaders and administrators with a broad vision of the role of facilities in science information as well as the information they will need to become valued contributors to any facilities project team. It includes the most up-to-date research and best practice about environments for science learning. We hope that this compilation can help project teams design spaces where science can be practiced as well as observed. Advocating for Good Facilities Empowering with Information As science educators we believe that students construct their knowledge of the natural world in safe, secure yet stimulating learning environments. To achieve our goals, we often must become not only teachers but researchers, planners and advocates for the schools in which we work. The National Science Teachers Association recognizes the importance of these principles for design. This publication should be a tool for teachers and their school teams to plan, design and implement exemplary science facilities for the youth of today and those of the 21st Century. The information in the chapters which follow should empower teachers, schools and communities to meet the challenge of the Standards. The National Standards for Excellent Science Programs (NSRC) All elements of the K-12 science program must be consistent with the other National Science Education Standards and with one another, and developed within and across grade levels to meet a clearly stated set of goals. The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects. The science program should be coordinated with the mathematics program to enhance student use and understanding of mathematics in the study of science and to improve student understanding of mathematics. The K-12 science program must give students access to appropriate and sufficient resources, including quality teachers, time and materials, and equipment, adequate and safe space, and the community. All students in the K-12 science program must have equitable access to opportunities to achieve the National Science Education Standards. Schools must work as communities that encourage, support and sustain teachers as they implement an effective science program. The first step in renovating or developing new science facilities—and often the hardest—is often to convince the school community that change is needed. Administrators, Board members and parents often initiate building programs based upon space requirements but it will be up to the science teaching professionals to integrate an understanding of the standards into the process. NSTA's Task Force on Science Facilities and Equipment suggests that we might begin by helping our Boards and school communities recognize the following rationale and philosophy: Our nation must have a scientifically and technologically literate citizenry that is prepared to understand and deal rationally with the issues and opportunities within a scientific and technological world. American schools should give science a central role in K-12 instruction where each student should have the opportunity to be engaged in science each day of each school year. Science and technology can occur in many different settings. Schools should include classrooms, offices, laboratories and natural field settings. Hands-on laboratory experience is integral to the nature of science and must be included in every science program for every student. Laboratory experience is critical to the student's cognitive development. Therefore, appropriate facilities must be available and be maintained to support quality science programs. The State of the School The next step for most schools is a review of their program and the facilities which support it. Does your school district have clearly-stated goals and outcomes? Is science an integral part of them at all levels? Have the National Science Education Standards impacted these goals and outcomes? If a review is needed, or if the direction of your science program isn't clear to your school community, perhaps it's time to raise awareness of its importance. With the tremendous pressure to expand and improve all kinds of educational facilities, the needs of science education can become lost. It is often up to the science teaching profession itself to advocate for their learning environments. To meet current needs and remain flexible for future changes, the National Science Teaching Standards suggest these principals: Science facilities should be available to all students all the time. At the elementary, this may mean expanded general education classrooms, paired classrooms for teaming or enough discovery rooms to provide reasonable access to all teachers when they need them. At the secondary level this will mean adequate lab space so that every student can study a lab science every year. Science classrooms should provide laboratory space for a variety of experiments performed by students and teachers, as well as demonstrations and research; Science classrooms should include supplies, instruments and equipment, and ample secure space to store these items; The arrangement of furniture and facilities in the classroom should be flexible. The teacher should be able to direct activity with maximum proximity and control. At the same time, Students should be able to move around and exit without obstacles. This requires careful placement of not only furniture but electrical and plumbing facilities. Good science will require more spaces and facilities; our secondary requirements will be higher and the time devoted to science at the elementary will be greater. Students are bigger and our understanding of how they need to move around is greater. Facilities should be adaptable. Team teaching, integrated curricular activities and flexible grouping are all trends which should be supported by our physical plant. Facilities and equipment should provide a wide selection of experiences appropriate to the learning potential and interests of students with varied capabilities and learning styles. Access to outdoor science activities is important; adequate facilities must be provided if all the objectives the science program are to be achieved. Provision should be made for easy access to audiovisual aides for individuals and groups, at times controlled by the classroom teacher. ^ Educational technology should be within easy reach, bringing data, instrumentation and research into the classroom and enabling the classroom to explore the world. The classroom should be flexible—not only in its physical arrangement but also in its potential. A powerful tool for almost any program is an inventory of current facilities and needs. Pages 13-15 include a very brief inventory to use with your administrators, parent group or school board to alert them to the greatest needs in your current school. These checklists are deliberately brief designed to be suitable for a quick walking tour of the science educational environment. Whether the support for a new construction project is around the comer or far away, a clear and understandable assessment will help. Once a decision has been made to build a new facility or to expand or renovate current facilities, the science teaching professional will be responsible for bringing information on new trends and possibilities to the fore. It won't be enough to simply brand the current school as inadequate. Remember, this is the opportunity to plan for not only the present but for the teachers and students of the future. Foresight can expand the limits of their learning environment for decades to come. Advocacy usually doesn't end with the planning process. In almost every American community, the request for new school construction must be approved by the community at large. To achieve consensus, teams use their own expertise and the experience of others. Network with newly constructed schools in communities like yours through your architect or construction manager. Be visionary, but keep the focus on children and their future.
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All students in the K-12 science program must have equitable access to opportunities to achieve the National Science Education Standards.
Schools must work as communities that encourage, support and sustain teachers as they implement an effective science program.

The first step in renovating or developing new science facilities—and often the hardest—is often to convince the school community that change is needed. Administrators, Board members and parents often initiate building programs based upon space requirements but it will be up to the science teaching professionals to integrate an understanding of the standards into the process. NSTA's Task Force on Science Facilities and Equipment suggests that we might begin by helping our Boards and school communities recognize the following rationale and philosophy:

Our nation must have a scientifically and technologically literate citizenry that is prepared to understand and deal rationally with the issues and opportunities within a scientific and technological world.
American schools should give science a central role in K-12 instruction where each student should have the opportunity to be engaged in science each day of each school year.
Science and technology can occur in many different settings. Schools should include classrooms, offices, laboratories and natural field settings.
Hands-on laboratory experience is integral to the nature of science and must be included in every science program for every student.
Laboratory experience is critical to the student's cognitive development. Therefore, appropriate facilities must be available and be maintained to support quality science programs.

The next step for most schools is a review of their program and the facilities which support it. Does your school district have clearly-stated goals and outcomes? Is science an integral part of them at all levels? Have the National Science Education Standards impacted these goals and outcomes? If a review is needed, or if the direction of your science program isn't clear to your school community, perhaps it's time to raise awareness of its importance.

With the tremendous pressure to expand and improve all kinds of educational facilities, the needs of science education can become lost. It is often up to the science teaching profession itself to advocate for their learning environments. To meet current needs and remain flexible for future changes, the National Science Teaching Standards suggest these principals:

Science facilities should be available to all students all the time. At the elementary, this may mean expanded general education classrooms, paired classrooms for teaming or enough discovery rooms to provide reasonable access to all
teachers when they need them. At the secondary level this will mean adequate lab space so that every student can study a lab science every year.
Science classrooms should provide laboratory space for a variety of experiments performed by students and teachers, as well as demonstrations and research;
Science classrooms should include supplies, instruments and equipment, and ample secure space to store these items;
The arrangement of furniture and facilities in the classroom should be flexible. The teacher should be able to direct activity with maximum proximity and control. At the same time,
Students should be able to move around and exit without obstacles. This requires careful placement of not only furniture but electrical and plumbing facilities.
Good science will require more spaces and facilities; our secondary requirements will be higher and the time devoted to science at the elementary will be greater. Students are bigger and our understanding of how they need to move around is greater.
Facilities should be adaptable. Team teaching, integrated curricular activities and flexible grouping are all trends which should be supported by our physical plant.
Facilities and equipment should provide a wide selection of experiences appropriate to the learning potential and interests of students with varied capabilities and learning styles.
Access to outdoor science activities is important; adequate facilities must be provided if all the objectives the science program are to be achieved.
Provision should be made for easy access to audiovisual aides for individuals and groups, at times controlled by the classroom teacher.
^ Educational technology should be within easy reach, bringing data, instrumentation and research into the classroom and enabling the classroom to explore the world.
The classroom should be flexible—not only in its physical arrangement but also in its potential.

A powerful tool for almost any program is an inventory of current facilities and needs. Pages 13-15 include a very brief inventory to use with your administrators, parent group or school board to alert them to the greatest needs in your current school. These checklists are deliberately brief designed to be suitable for a quick walking tour of
the science educational environment. Whether the support for a new construction project is around the comer or far away, a clear and understandable assessment will help.

Once a decision has been made to build a new facility or to expand or renovate current facilities, the science teaching professional will be responsible for bringing information on new trends and possibilities to the fore. It won't be enough to simply brand the current school as inadequate. Remember, this is the opportunity to plan for not only the present but for the teachers and students of the future. Foresight can expand the limits of their learning environment for decades to come.
Advocacy usually doesn't end with the planning process. In almost every American community, the request for new school construction must be approved by the community at large. To achieve consensus, teams use their own expertise and the experience of others. Network with newly constructed schools in communities like yours through your architect or construction manager. Be visionary, but keep the focus on children and their future.