This
document is the result of a collaborative effort by educators across the
Pacific to articulate the goals that we share for science education in
our region. Educators from American Samoa, the Commonwealth of the Northern
Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei,
and Yap), Guam, HawaiÔi, the Republic of the Marshall Islands, and
the Republic of Palau agree that existing and emerging science education
fails to address directly the diversity of island environments, cultures,
values, resources, and needs of Pacific students.
We propose here a set of standards for excellence in science education in the Pacific that both corrects this failing and meets the rigorous standards of respected national professional associations: the American Association for the Advancement of Science, the National Research Council, the National Science Teachers Association, and the National Center for the Improvement of Science Education.
The standards are statements of what all students should know, be able to do, and care about as a result of their education. They are goals for students and teachers to strive for. Because our students are increasingly mobile within and outside the Pacific region, these standards are meant to ensure that all students in the region have an equal opportunity to become scientifically literate as they are becoming concerned and responsible citizens of their communities, the region, and the world.
Pacific Standards for Excellence in Science defines the big ideas that we value in science. It can be used to provide direction to educators, students, parents, and others on what should be attained in science. It provides a set of criteria against which educational programs can be evaluated. It serves primarily to help Pacific educators prepare our students to become scientifically literate by the end of the twelfth grade. It can also be used to align curriculum frameworks, curriculum guides, staff development programs, and assessment strategies. We have tried to illustrate the importance of science and technology for literacy and for the development of the whole person, including career choices.
Throughout the document we have tried to illustrate the importance of science and technology for human development. The document can be used to generate awareness of the importance of scientific and technological literacy for the development of the whole person, including choices of careers. In addition, there is an emphasis on social issues, such as developing local and regional economies, providing a competent work force, maintaining a quality environment, using resources wisely, and improving the general welfare of human society. Specific examples in the document illustrate the importance of scientific knowledge in addressing the needs of our communities' economic and social development. By generating awareness of the importance and value of scientific and technological literacy, this document can be used to seek support for the improvement of science curriculum, instruction, equipment, supplies, facilities, and assessment.