Precollege Science Teachers Need Better Training

Issues in Science and Technology, Fall 2004 by Payne, John

Although this is all unacceptable, there has been some progress made, according to the survey, specifically in the area of inquiry-based science teaching methods. For instance, the vast majority (74 percent) of deans say the National Science Education Standards have had a significant impact on their institution's K-5 teacher education programs. Both deans (95 percent) and teachers (93 percent) agree that having students conduct hands-on experiments, form opinions, and then discuss and defend their conclusions with others is the most effective way for them to learn science. And 79 percent of deans believe the emphasis on inquiry-based science teaching should increase in U.S. elementary schools. Further, 83 percent of deans report this is the method their institution uses to train its K-5 teacher candidates to teach science, a finding confirmed by the teachers surveyed. Correspondingly, 78 percent of new teachers say they use inquiry-based science teaching most often in their classrooms. (Ten years ago, in the first Bayer Facts survey, only 63 percent of elementary teachers reported using inquiry-based methods.)

Although there is definitely movement in the right direction, the survey's big take-home message is that elementary school science education needs a stronger emphasis at the preservice college/university training level if we are to successfully make science the fourth "R" and effectively reverse the pipeline problem. I believe this must be the next step in science education reform.

Fortunately, there are several colleges and universities leading the way in this area. They have developed innovative preservice elementary education programs that are providing hands-on training in hands-on science so that the teachers of tomorrow are skilled in this methodology the minute they graduate and enter the classroom. I'm referring now to the Science, Mathematics, and Technology Education (SMATE) Program at Western Washington University (WWU), which has become a national paradigm for improving teacher preparation in science. Under the direction of George D. Nelson, former astronaut and director of the American Association for the Advancement of Science's Project 2061, the SMATE faculty is engaged in the reform of undergraduate courses in the respective disciplines as well as in education. Building on their research expertise, the faculty works as a multi-disciplinary team while exploring how to provide the best training and support for future teachers.

In Pennsylvania, ASSET continues to grow and recently has reached out to a number of area universities, including Duquesne University, California University of Pennsylvania, and Robert Morris University to create the Inquiry Science Endorsement (ISE). The ISE is designed to prepare prospective teachers at the undergraduate level for inquiry-based science education classrooms. To earn the ISE, kindergarten through fifth grade teacher candidates must demonstrate their knowledge and skills in science content, methods, and application to teaching.