The new science standards will encourage students to examine concepts that cross the boundaries of physics, biology, and chemistry.

The National Academy of Sciences has kicked off a multi-state campaign to improve science instruction—a move that will lead to a greater emphasis on analytical and conceptual thinking.

As part of the effort, 20 states will help write new standards that determine what is taught in schools from kindergarten through high school.

The new science standards will encourage students to examine concepts that cross the boundaries of physics, biology, and chemistry, said Stephen Pruitt, vice president of content, research, and development at Achieve, a nonpartisan, nonprofit organization that is coordinating the effort. More engineering will be infused into lessons, and students will be asked to use the concepts rather than just memorize facts.

Students and parents will see a greater emphasis on writing and thinking more analytically, said Mary Cary, Maryland’s assistant state superintendent for instruction. In addition, teachers will cover less material in their courses but will require students to think more deeply about what they are learning.

“The reason we are excited is that we want our voice at the table” in decisions about how science will be taught, Cary said. Maryland already has a science curriculum, but it will be revised after the initiative is completed in a little over a year. It likely will be several years before students see a difference in the classroom.

For more on STEM education, see:

Solving the STEM Education Crisis

Much of Maryland’s economy is driven by its large research universities and biotech, technology, and aerospace companies. But critics, including college presidents and teachers, have emphasized the need to improve science instruction in public schools, particularly for elementary school students and high-achieving high school students.

“We have a lot of work to do,” said Cary. “We can see it on our [state test results]. We can see it with the amount of time that is being devoted, particularly at the elementary level.”

Teachers have given science and social studies lessons fewer minutes in the school day since the federal No Child Left Behind Act dictated testing of reading and math from grades three through eight. Science is tested, but the results don’t count toward the rating of schools.