Science education

Issues in Science and Technology, Winter 2005 by Bybee, Rodger W, Fortenberry, Norman L, Walker, Dan B

Evidence of the need to improve science education in elementary school, especially in the lower grades, is not far to seek. The recently released results of the Trends in International Mathematics and Science Survey (TIMSS) 2003 show that achievement by U.S. fourth-grade students is not what this nation expects. Between 1995 and 2003, fourth-graders in the United States did not improve their average science scores on TIMSS. In "Precollege Science Teachers Need Better Training" (Issues, Fall 2004), John Payne poses the question: Could part of U.S. students' problem with science achievement have its roots in the way and extent to which elementary science teachers are being trained to teach science while in their college programs?

The short answer must be yes. Although many factors influence student achievement, the preparation of science teachers is certainly one critical factor. One analysis, based on the Bayer Facts of Science Education, suggests that elementary teachers do not teach science daily, do not feel "very qualified" to teach science, and do not rate their school program very highly. What could an undergraduate program do to help alleviate these problems?

In 2007-2008, the No Child Left Behind legislation mandates that school districts assess all students in science at least once in the elementary grades, thus elevating science to the same tier as literacy and mathematics. The result: More science will be taught in elementary schools. So we have a response to the first issue, but it is not a result of teacher education.

What about the second issue? One of the limiting factors for elementary teachers feeling qualified to teach science is their understanding of science. I suggest that colleges design courses specifically for elementary teachers. Often, the response to such a suggestion is that they should take the standard courses such as introductory biology, chemistry, physics, and geology. Well, at best they only will take two of these courses. And these courses are usually not in the physical sciences, where our teachers and students have the greatest deficits. Colleges and universities can design courses that develop a deep conceptual understanding of fundamental science concepts and provide laboratory experience based on core activities from elementary programs. There is research supporting this recommendation that comes mostly from mathematics education, but in my view it applies to science teacher education as well.

The third issue, exemplary science programs for elementary schools, could be addressed by an emphasis on National Science Foundation (NSF) programs in future teacher education programs. The reality is that undergraduate teacher education has some, but not substantial, impact on the actual program used by a particular school district. State standards and the economics and politics of commercial publishers all play a much more significant role in the adoption and implementation of exemplary programs.

In the NSF Directorate for Education and Human Resources, programs related to the issue of teachers' professional development and exemplary programs have been severely reduced because of recent budget reallocations. Without such external support, the likelihood of major reforms such as those envisioned by Payne and proposed here is very low.

RODGER W. BYBEE

Executive Director

Biological Sciences Curriculum Study

Colorado Springs, Colorado

rbybee@bscs.org

I completely agree with John Payne's comments about the success of efforts by the National Science Foundation (NSF) and others to improve the quality of in-service teacher education activities in science, technology, engineering, and mathematics (STEM) fields. However, he seems unaware of the equally aggressive efforts by NSF to improve the quality of pre-service teacher education in STEM fields.

Between 1991 and 2002, I served as a program officer and later as division director in NSF's Division of Undergraduate Education. That division was assigned responsibility for pre-service education programs in 1990 in recognition that teacher preparation is a joint responsibility of STEM faculty and departments as well as schools and colleges of education. The division incorporated attention to teacher preparation in all of its programs for curriculum, laboratory, instructional, and workforce development. The flagship effort was the Collaboratives for Excellence in Teacher Preparation (CETP) program, which made awards from 1993 to 2000. The CETP program was predicated on the realization that effective teacher preparation programs require institutional support and the concerted effort of many stakeholders, including faculty and administration from two-year, four-year, and research institutions; school districts; the business community; and state departments of education. Funded projects were expected to address the entire continuum of teacher preparation, including recruitment, instruction in content, pedagogy, classroom management, early field experiences, credentialing, and induction and support of novice teachers. Attention was also given to the preparation of teachers from nontraditional sources.