Chapter 3: Science Teacher Education Research and Policy: Are They Connected?

In this chapter we examine the relationship between science teacher education policy and research. Is there a connection? We are primarily interested in whether or not there is a research base that drives policy, both for preservice teacher education and in-service professional development, but also are there broader state and federal governmental policies that affect the nature of research in this area?

Historical trends suggest that the role of federal and state governmental authorities in education policymaking is increasing. While there is no federal obligation to intervene in education, history is marked by dramatic and increasingly frequent interventions by the federal government. The reason for this intervention is dissatisfaction on the part of national leaders with the educational system, in particular the poor performance of students in science in this country. While there may be some consensus on the dismal state of student achievement in science, there is no clear understanding or agreement concerning the appropriate policy response or on the role that research should play in informing or directing education policy.