Affirming and expanding on the efforts and goals of GAR #48, "Access to Science in Schools," which is to guarantee that all students have access to high-quality science education,
While acknowledging the proposal's flaws, as outlined and described in GAR #260, "Repeal "Access to Science in Schools",
Further observing and understanding the need for ensuring that all base schools, as well as chosen institutions of higher learning, are able to provide suitable technology, scientific mindfulness, and openness in order to produce a better and safer educational environment, the following is to be established:
- Defining base schools as any and all public schools that operate from primary through secondary education, whereas chosen institutions of higher learning are any and all colleges, universities, graduate schools, and vocational schools that specialize in or offer courses or classes in science or technology.
- Assuring that schools have the resources and capacities to teach technological literacy, critical thinking, and problem-solving skills via scientific education, ensuring that students have the skills and information they need to thrive in school and beyond.
- Ensuring that teachers have theoretical and practical knowledge and abilities about science, learning, and science teaching, as well as the ability to demonstrate and show nurture among their students, and the attitudes conveyed wittingly and unwittingly, all have an impact on students' knowledge, understanding, abilities, and attitudes.
- Recognizing that particular fields and classes of scientific education should be easily available, and that the following science courses should be provided to all students at base schools,
- Biology,
- Chemistry,
- Physical/Earth Science,
- Physics,
- Elective Science Coursework,
- Environmental Science,
- Forensic Science, and
- Astronomy.
- Biology,
- Helping and encouraging the notion of building on what students bring to class while assisting students in remembering and retrieving information, as well as incorporating practical activities into a learning sequence.
- Building on the idea that technology (machinery and equipment developed from the application of scientific knowledge) is always evolving and that students should be allowed to use and access the following specific technical components for the improvement of their education,
- For virtual connections and digital resources, access to laptops and/or formal devices are to be provided,
- Access to subjective digital resources (including, but not limited to): electronic grade books, digital portfolios, learning games, and real-time feedback on instructor and student performance, and
- Access to scientific tools for education purposes (including, but not limited to): microscopes, magnets, balances, weighted scale systems, hand lenses, thermometers, telescopes, beakers and graduated cylinders, Petri dishes, measuring cups, Bunsen burners, spring scales and pulleys, batteries, turning forks, any and all protective equipment, and any other technological device, tool or system that is needed to enhance and ensure that students are able to learn more efficiently.
- For virtual connections and digital resources, access to laptops and/or formal devices are to be provided,
- Accepting and understanding that science does not always hold absolute truths, that it may be proven incorrect, and that all scientific subjects should be open to change as time passes and new knowledge becomes available.
- Further acknowledging the belief that no one shall be attacked or suffer bad repercussions for rejecting a belief or theory taught in school, and that no one shall be attacked or suffer negative consequences for practicing or believing in an alternative way of science or understanding of how the world works (such as those who are religious).
- Such recommendations will be funded from the national education budget and/or by nations prepared to offer cash, related readings, human resources, technology or tools, or other resources considered essential by the parties concerned.
- Allowing and acknowledging that private schools must have the flexibility to decide whether or not to follow any of the above-mentioned suggestions.
Hereby concluding that all costs are outweighed by the fact that people learning in an educational environment benefit from the most advanced technologies, scientific mindfulness, and openness, resulting in a better and safer educational environment that ensures maximum productivity and efficiency in the future.
