Science Ready: Support for Learning Science by Doing It

Background

Back in the 1960’s – an era in science education known as The Sputnik Era – the U.S. government invested millions in building a scientifically literate population to put a “man on the moon” – increasing our competitiveness as a nation. This investment included refitting science classrooms all over the country – from elementary to college so young people everywhere had the opportunity to take part in science (and engineering) in the environments where hypothesis and experimentation thrive. Studies by the government have shown that this investment in the 1960’s in multiple aspects of science produced innovations in technology, bio-technology and other fields that have had a significant economic affect on the U.S. economy.

As the U.S. looks at STEM as an economic driver, HOSP believes that re-investing in the classroom infrastructure is part of the equation to produce US citizens who are equipped for 21st Century jobs.

Marc Tucker describes the science learning systems in other countries in Taking Science to School. “Other countries have instructional systems that could properly be called systems…. Clear standards; high-quality examinations… Curriculum frameworks specifying what topics and concepts were to be taught at each grade level; standards based curriculum; and instructional materials that fit in the curriculum frameworks.”

Status/Update Summer 2011

In mid-2010, HOSP launched a survey of K 12 educators to assess whether they thought their classrooms were ready to teach science. We asked them to describe what “science ready” meant to them and a series of questions re: what types of materials they use, who purchases them, and the use of other disciplines to teach science. Key findings from this national survey of teachers include:

1. The top materials used in science classes:

• Over the counter supplies (like cotton swabs, tooth picks, etc)
• Curriculum (both text with online support and kit based programs)
• Science hardware (such as beakers, etc…)
• Microscopes
• Online media to support relevance (like news clips and video)

2. 91% of those surveyed said their school, district or regions supported a more hands-on approach to teaching science

3. Sample description of a “science ready” classroom:

• “A science ready classroom means having the equipment and curriculum materials to teach science effectively to my students.”
• “It means the teacher has a clear understanding of the standards. The classroom is equipped with the materials and technology available in which to succeed. Giving teachers time and space to stay current with new science discoveries and technology advances.”

4. If teachers could make any changes to their current classroom – sample responses:

• “I would replace desks with tables, that each had access to water and electricity. I would seamlessly incorporate technology to be used as a tool to learn science, not as its separate entity. I would be familiar with the new standards, and be sure my students were as well. I would have new science journals displayed in my classroom, with the expectation that I and students would read them. I would have a smart board, and laptop that would be used every day.”
• “More technology! Also some regular hands-on materials: beakers, electronic balances, water testing kits…”

5. 54% of respondents cited lack of appropriate equipment as one major factor holding them back from doing more with science in their classrooms

6. Less than 18% of those surveyed use engineering or math when teaching science content.

HOSP Position

HOSP believes that high quality and research-basedinstructional materials, tools and programs are an important component of the instructional core (Elmore, City and Teitel, Harvard Graduate School of Education 2009) for high performing schools and programs. Increasing professional development for educators and changing the way students and teachers interact with STEM content involves DOING science, not readingabout it or watching someone else do it on the computer.

HOSP will continue to survey educators and support legislation, activities and programs that explicitly connect hands-on and inquiry-based methods into the instructional core. If you have information about how this is happening in your school, district or state tell us about it!