Paul Bruno
As California proceeds with implementation of the Next Generation Science Standards (NGSS), a major point of contention is likely to be how to sequence science content in the middle-school grades.
Currently in California, the various middle school science topics are grouped together within grade levels roughly by discipline: earth science in 6th grade, life science in 7th grade, and physical science in 8th grade. The newly-adopted NGSS only describe what topics are to be covered in “middle school”, leaving individual states to decide how to sequence content in grades 6-8.
The traditional, discipline-based approach is common across the country and has served California well under our previous science standards. However, the state Board of Education has also approved an alternative, “integrated” approach which would expose students to a combination of earth, life, and physical sciences at each grade level. Under guidelines adopted in November, districts will be able to choose between implementing a traditional or integrated model in their schools.
The Board of Education is to be commended for not imposing the integrated model – favored by many officials but opposed by many teachers – on the state’s schools. Such an integrated approach is intuitively appealing, but does not stand up to scrutiny. It would therefore be a mistake for California’s districts to abandon the advantages of the traditional, discipline-based content
