It has been my experience as an elementary school science teacher and elementary science professor that most people DREAD teaching science.
Now ‘dread’ may be a strong word, but it happens to be accurate. Some of my public school colleagues-at-large would try completely avoid the subject and content if at all possible. Many of their misconceptions are passed on to the students (don’t get me started on the ‘blue blood’ issue). Many will just deliver instruction directly out of a textbook. Heaven forbid if the teacher’s manual isn’t available.
As for undergraduate education students, for many, my class was just one they had to take as part of a sequence. It was like passing a stone or pulling a tooth when they started the semester.
But where does this fear and reticence come from and how can it be overcome?
Unfortunately many urban elementary school students feel that science is something that is done but not some thing that is lived, everyday, all around them. For them science is something that happens in the cracks of the sidewalk or in the living room aquarium. Those students, ultimately become tomorrow’s teachers and the cycle repeated.
So what do we do and where do we go?
Elementary Science Teachers (Clusters): Many schools depend on the classroom teacher to teach science instruction without a science cluster/specialist in the building. We admit that science is a shortage area and wish to have greater science achievement and proficiency as a state and national priority, so why not make science clusters part of policy? We expect our middle and high school science teachers to be specialists, why should elementary school be any different?
These teachers could deliver 2 – 3 periods a week of direct, hands-on, inquiry based instruction to students while classroom teachers could provide supplemental connections to literacy and other core content areas.
Elementary Science Professional Development: If adding more teachers to the budget is not feasible, then provide networks and district with dedicated science personnel to help guide classroom teachers in how and what students should be learning in science. Wonderful places like District 22’s Anthony J. Genovesi Environmental Study Center exist that have and continue to provide both instruction and professional development to the public schools.
Post-secondary Preparation: How can we (try to) make a better science instructor? Instruct them in teaching science! Most undergraduate programs only require one course in science education. We should at least have one additional course in some sort of multidisciplinary, cross-curricular approach to teaching any subject, be it science, mathematics, social studies or technology. In addition, this could make teaching science as a career more attractive to undergrads as they move on to graduate level work. This could drive more interest into graduate science education programs. This would improve the number of highly qualified elementary and (middle school) science instructors and science instruction in general.
Grooming Teaching Assistants/Paraprofessionals: Paraprofessionals are already in our classrooms. Many of them are excellent educators who work just as hard to develop our students’ abilities. By developing their abilities to teach science, another pipeline of science educators is now available. As a former paraprofessional, it was wonderful to go with my students to science and work alongside a teacher who knew what she was doing and how to do it with the kids.
As is stand right now the Assessment of Teaching Assistant Skills (ATAS) certification exam does not test paraprofessionals on science knowledge but solely on reading, writing, mathematics, and instructional support.
Now, would any or all of this require some new certification or licensure area? Maybe. But there are already 29 subject areas under the Classroom Teacher designation according to the NYSED’s Office of Teaching Initiatives. What’s one more?
What do you think? Any suggestions?
