SCIENCE INSTITUTION IN
INDIANA: GLOBAL
PERSPECTIVES
The Hoosier Association of Science Teachers, Inc., in reviewing the Indiana
Department of Education publication "Indiana Science Proficiency Guide"
June 1987, has become concerned that these valuable guides for curriculum
development and implementation may be interpreted too narrowly. That is, the
content may focus on Indiana in such a way that science teachers may lose
sight of the limited totality of the earth’s resources; of the effects
which actions taken in Indiana may have on the world; and of the effects which
actions taken throughout the world may have on Indiana residents.
Specifically, HASTI is concerned with maximizing the learning
of science proficiencies:
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Foundation 5. "appraise technological applications
of scientific discoveries in terms of their ethical effects;"
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Kindergarten/Primary 7. "identify ways science and
technology affect their lives;"
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Upper Elementary Science 7. "forecast how the changing
of one factor can alter the environment;"
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Middle/Junior High School 8. "descried how applications
of scientific discoveries have affected mankind and the environment;"
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Functional High School 7. "cite examples of the interdependence
of science, technology, and society;" and
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Academic High School 7. "illustrate the interdependence
of science, technology, and society."
Teachers need a global perspective as they implement instruction
in these proficiencies. Since Indiana is somewhat geographically isolated
from the world at large, instruction must be "internationalized"
to broaden student horizons. Teachers should introduce problems whose solutions
may extend beyond simple, short term, expedient economic benefits to state
residents. More emphasis must be placed on long term solutions to ecological
problems, quality of life as opposed to standard of living, and ethical issues
and moral dilemmas facing the world community. These approaches may require
interdisciplinary cooperation among science teachers and others on the instructional
staff.
If the State of Indiana focuses on quick, "technological fixes,"
it may contribute to irreparable world changes. Expedient, high technology,
high energy consuming solutions, for example, may deplete nonrenewable resources;
low technology, energy conserving solutions may be preferable. Indiana residents
need to remain in harmony with their environment. Global stability in total
energy and material resources must be maintained.
Students should examine Indiana issues that impinge on areas
both within and outside state boarders. For example, students should consider
such questions as:
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What are the costs and benefits (economic, ecological, ethical)
to Indiana residents in a given locality, if a new automobile manufacturing
plant is opened there? (Consider, for example, additional needed services;
loss of tax revenues; increase in population created by workers relocating
in the community; limit to the number of available jobs, loss of farm land
due to construction of shopping centers and subdivisions; and stress on
water distribution and waste disposal facilities.)
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What are the costs and benefits to Indiana residents, if
one city exceeds pollution control standards for a stream which passes through
the city? (Consider, for example, costs of purifying water’ costs
of human and animal health hazards; and impact on downstream residents.)
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What are the costs and benefits to Indiana residents, if
farming technologies exported to developing countries result in a loss of
markets for Indiana farmers?
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What are the costs and benefits to Indiana residents, if
sale of food stuffs used to decrease starvation in a developing country
and improved health technologies result in a dramatic population increase?
The Indiana science proficiencies propose important, critical
areas for learning. While HASTI encourages implementation of all of the proficiencies,
the organization will make a special effort to help teachers focus on Indiana
and global environmental science issues. HASTI will assist teachers in developing
instructional activities that will challenge students to attain the specific
proficiencies listed above.
The HASTI Board Members
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