Science - Frequently Asked Questions (FAQs) - Oregon Department of Education

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Science - Frequently Asked Questions (FAQs)

Find the answers to some of the most frequently asked questions about science instruction below.

1. What are Oregon's current graduation requirements in science?

Beginning with the Class of 2012, science credits increased from 2 to 3 credits; all must be “inquiry-based” and at least 2 credits must include laboratory experiences. Laboratory experiences may be field-based experiences. Applied and integrated courses aligned to the science content standards may meet the requirement.

Science courses that are "inquiry-based" provide students the opportunity to apply scientific reasoning and critical thinking to support conclusions or explanations with evidence from their investigations. For more information on "inquiry-based" science in Oregon, please select news to see the announcement at the Oregon Department of Education science web page.

Laboratory experiences provide opportunities for students to interact directly with the material world (or with data drawn from the material world), using the tools, data collection techniques, models, and theories of science. (2005, National Research Council of the National Academies).

2. Why do we have science standards and how were they developed?

In 1995, the state legislature amended the Oregon Educational Act for the 21st Century, requiring the State Board of Education to adopt content standards in science and other subjects. The Department developed the content standards with input and review from nationally recognized curriculum experts and over 1,500 citizens. Adopted by the State Board in 1996, the standards were reviewed and revised for clarity and alignment with proficiency-based admission standards to the Oregon University System in 1998. In 2001, the Oregon science content standards were reviewed and revised for clarity and alignment with national standards. In 2009, the Oregon State Board of Education adopted the science content standards that were reviewed and revised for alignment with the current research on how students learn science.

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