“The result of all scientific investigation is a better understanding of natural processes.”1
This understanding not only expands our knowledge as a species, enabling us to protect, preserve and advance life, but also nourishes our natural sense of wonder and curiosity. With this in mind, our Science and Technology/Engineering programs are grounded in the belief that providing opportunities for students to: share their prior knowledge and possible misconceptions, investigate, experiment, collaborate, problem solve, and communicate their ideas, is central to instructional design.
We also know that in order to carry out their investigations, students must be competent in utilizing the scientific process. This process involves:
a) Posing a question
b) Predicting an outcome or formulating a hypothesis
c) Designing and conducting an experiment specifying variables to be changed, controlled, or measured
d) Observing and recording data
e) Drawing conclusions based on evidence
f) Presenting findings and communicating results.
This is a process we incorporate into our program at every grade level.
The fields of Science and Technology/Engineering are closely tied together. Advancements in one field often create advancements in the other. Both fields incorporate and utilize sound mathematical knowledge. It is our hope that as students move through our Science and Technology/Engineering programs, they become more confident thinkers, communicators, and problem solvers who enjoy the process of seeking answers and who have a deep respect for the complexity of life.
1 The Massachusetts Science and Technology/Engineering Curriculum Framework, p.3