The South Carolina Butterfly Project

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Butterfly Project Background Information

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Is Something Wrong With Traditional Science Education?

The National Education Goals Report (National Education Goals Panel 1994, 1995) stated that "By the year 2000, United States students will be first in the world in mathematics and science achievement." However, studies continue to show that in the United States, students rank below average in math and only average in science compared to other developed countries (Ziomek & Maxey 1995, TIMSS Report 1997). In today's society, with students constantly bombarded by an ever increasing amount of information spanning a tremendous variety of scientific topics, this is a serious problem.

An understanding of the scientific processes underlying this barrage of information is essential in order to intelligently deal with issues in areas as wide-ranging as the environment (conservation, biodiversity, global warming, el Nino), human health (infectious diseases, cancer research, nutrition), and genetics (transgenic plants, cloning organisms, designer genes).

The Value of Using Butterfly Gardens in Science Education:

Many studies have shown that hands-on activities are central to a student's ability to both learn and retain scientific concepts (South Carolina Science Curriculum Framework 1995, Project 2061/AAAS 1993, 1994, South Carolina Governor's Mathematics & Sciences Advisory Board 1992, Knott 1992, Sojka 1992, Medve & Pugliese 1987). Project 2061/AAAS (1993) further suggests that hands-on experiences should actively involve students in all phases of designing, conducting, analyzing, and critiquing their own studies. Hall (1994) presented a strong case for improved student learning of both ecological and environmental concepts and science process skills through a hands-on approach conducted in field situations. Unfortunately, Mullis & Jenkins (1988) reported that less than 20% of seventh and eleventh grade students have had science experiences outside of a traditional class setting.

References

Archer, J. 1997. States struggle to ensure data make the grade. Education Week 26: 15 January 1997.

Catsambis, S. 1995. Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching 32: 243-257.

Hall, D.W. 1995. Bringing hands-on experience to teaching insect field biology. Journal of College Science Teaching 24: 195-200.

National Education Goals Panel. 1995. Building a nation of learners. Washington, D.C.

Project 2061/AAAS. 1993. Benchmarks for science literacy. Oxford University Press. New York, NY.

Project 2061/AAAS. 1994. Project 2061 Update. School Science and Mathematics 94: 377-380.

South Carolina Science Curriculum Framework Writing Team. 1995. South Carolina Science Framework. South Carolina Department of Education, Columbia, SC.

TIMSS Report. 1997. TIMSS.MSU.EDU

Ziomek, R.L. & E.J. Maxey. 1995. Are our high school graduates prepared in mathematics and science? NASSP Bulletin. May 1995.

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