It is important that students develop a solid understanding of how specific domains of science operate. Students in high school should learn science in courses with clear content goals and expectations. Understanding the connections of one science domain to another is important but research indicates students need concentrated knowledge and skills in specific science domains.

Courses become more content-intensive without losing the field, experiential, and laboratory components. Although content may take on a more prominent role, instruction should proceed as much as possible on an inquiry basis. Alternative paths may exist to serve increasingly divergent student needs.

• Use formal controlled experimentation to gather data about the natural world. Limit scope, isolate variables, prove or disprove a limited hypothesis.
• Generate their own questions, develop hypotheses, and design or modify experiments to test those hypotheses.
• Manipulate scientific apparatus and use advanced technology to gather data (e.g., air tracks, electrophoresis, lasers, titration glassware.)
• Analyze collected data to validate or refute a hypothesis.
• Articulate clearly and defend a scientific viewpoint.

The importance of linking science content to student lives can not be overemphasized. The ability of students to link new content to their personal science knowledge is critical for students to understand and remember concepts. Collaboration in science as a critical process will be fostered in the classroom. In addition, an increased use of quantitative reasoning should occur throughout high school.