What About Elementary Science?
Most elementary teachers are amazing at teaching students how to read. They implement scientifically proven best ways to teach reading. They devote countless hours each week to providing students with a multi-faceted approach to the subject. Students have opportunities for differentiated instruction and formative assessments are on-going. But what about elementary science?
Why is it that language arts and mathematics always take precedence over science? Is it due to the focus and demands of the state tests in these subjects, district and building goals focusing on literacy, or perhaps the uneasiness in regards to content and methodology? Is the lack of resources and materials the reason science is so often left behind?
In our district students perform very well on the NYS 4th Grade Science Test. Does this mean our students have the ability to think and work as scientists or are they good test-takers? Students can “learn” science via videos, reading and discussing textbook chapters, and answering worksheets and still “meet or exceed” state standards in science. Is this what we want for our children? The measures of proficiency from state tests should not be the only indicator of student achievement in science.
How can we develop opportunities for all elementary students to experience and explore science as inquiry that is rich in content, challenging, exciting and alive? How can we communicate to our parents and community members the essential need in today’s society to promote science education in elementary school? How can we reassure teachers that teaching science does not take away valuable time from language arts or mathematics, but rather high-quality science education can enhance critical thinking skills, creativity, and a desire to learn that crosses all curricular areas?
What about elementary science? How do we begin the conversations that will lead to change?
on October 24th, 2007 at 4:21 pm
Wendy,
I think it’s part of a vicious circle. Many adults lack an appreciation and understanding of science. They don’t really know what they are missing. They don’t know what their children are missing. They don’t know the importance of scientific reasoning. People tend to be content with the idea that the scientific “high priests” of our society know and understand science. They don’t see it as a necessity for the everyday citizen. That’s one of the things we need to work on changing.
on October 24th, 2007 at 7:23 pm
I have to say that with our new MST lab, as well as the Pond Partners grant that I am a part of, I have taught more science then I ever have! I have not done my usual unit on animals or plants, but I have been working with Wendy on an inquiry regarding monarch butterflies, we have worked to teach my students how to use the handhelds to collect data on temperature and pH, we have analyzed data that the students have collected, identified macro-invertebrates and countless other things that I am just amazed that second graders can do! The content that we have covered is much more than my usual science units, and the most important thing is that everything the students have learned can be a real world application. They are not just reading the texts, watching the videos and completing worksheets. I am so grateful that I have had the opportunity to do all of these things. It has really changed the way I look at science. I can honestly say that I agree with the previous comment, people don’t understand science. It is not given the time it deserves, because it is not understood. It is looked upon as something that takes a lot of time and a lot of resources that you need to put together to do it right. Sometimes these resources are available, sometimes they are not. I know that after seeing what my students can do, the way I look at science has changed for good!