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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:

Foundation 5. "appraise technological applications of scientific discoveries in terms of their ethical effects;"

Kindergarten/Primary 7. "identify ways science and technology affect their lives;"

Upper Elementary Science 7. "forecast how the changing of one factor can alter the environment;"

Middle/Junior High School 8. "descried how applications of scientific discoveries have affected mankind and the environment;"

Functional High School 7. "cite examples of the interdependence of science, technology, and society;" and

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:

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.)

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.)

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?

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?