Science Instruction: An Endangered Species
By Conderman, Greg Woods, C Sheldon
In light of America’s recent scientific decline, teaching elementary science should be an imperative. Imagine our world without the color television invented and patented by Guillermo Gonzalez Camarena. Reflect on what travel would be like without automated traffic signals invented by Garret Morgan. Think about what everyday life would be like if Martin Cooper had not developed the cell phone. Finally, consider how your life would be different if Grace Hopper and others had not developed the computer.
These are just a few of the contributions from science. Scientists have provided cures for diseases, explained the principles of motion, examined the structure of matter, and produced theories about how traits are carried from parent to offspring. Currently, scientists are restoring ecosystems and endangered species; learning ways to make and replace human body parts; discovering how animals such as bees, birds, bugs, bats, and elephants flirt and give directions; and using technology to help the paralyzed (Public Broadcasting Service 2003).
In light of the importance science plays in our lives and society, it is perplexing to observe the minimal attention given to science instruction-especially in the elementary grades. Though some information presented here is not new, the authors’ intent is to stimulate a dialogue about effective elementary science instruction by offering a perspective of science, emphasizing the importance of teaching science, and providing resources for elementary science instruction.
This dialogue is especially timely with the passage of the No Child Left Behind Act (NCLB), recent advances in science and technology, and comparisons of science education and science opportunities in the United States with other countries. After Russia launched Sputnik and after the release of A Nation at Risk (National Commission on Excellence in Education 1983), Americans feared that U.S. teachers were not producing enough scientists or adequately educating students in science. That fear has passed. However, due to its recent scientific decline, America is beginning to lose ground with other nations regarding science research funding, educational opportunities, and product development (Lemonick 2006). Until educators, researchers, and policy makers establish a new science curriculum in response to this national decline, science educators can keep science a priority by discussing and reflecting on their instructional practices.
What Is Science?
Science too often is taught from a textbook or limited to worksheets and memorization. These approaches do not convey to students the nature of science or how scientific knowledge is acquired. In fact, these practices contradict the very essence of science. Science is not just a body of facts to be memorized and then repeated on an exam, nor is it just a series of experiments to be performed in a laboratory.
Science is a process-oriented, discovery- or inquiry-based approach to answering questions or solving problems. Science can take place indoors or outdoors, conducted alone or in groups. Science involves information about the natural and man-made world, and skills in discovering that information. In short, science is a way of knowing. According to Abruscato (2000), science is the body of knowledge people build when they use a group of processes to make discoveries about the natural world.
Science plays a vital role in the elementary classroom. Early science experiences support critical language and logic skills. Science develops curiosity and sensitivity to environmental issues, which serve to develop a perspective of global responsibility (Krajcik, Czerniak, and Berger 1999). Science also helps children and young adults understand social issues affecting their lives (Sivertsen et al. 1993). Science facilitates critical and analytical thinking skills. Finally, science provides students with essential foundations and experiences using process skills needed to function as scientifically literate citizens.
Where Did Science Teaching Go?
Despite its importance, science has remained a relatively low priority in elementary schools for many years. Currently, teachers in only 7 out of 10 elementary classrooms spend some time daily on science instruction (Fulp 2002). U.S. elementary children spend an average of just 16 minutes per day on science-a number that is dwindling to zero in many schools (Winters Keegan 2006). In short, the quality of science education in elementary schools has plummeted (Lemonick 2006). This is especially distressing given the NCLB requirement that beginning in the 2007-08 school year, children will be tested in science in addition to math and reading (Winters Keegan 2006).
Where is your science instruction in relationship to these statistics? Is your science instruction reserved for Fridays-or whenever time allows? Does your science instruction consist of a video or a brief current-events lesson? Most elementary teachers do not have time to engage in daily science instruction, as recommended by researchers (National Science Teachers Association [NSTA] 2002). To address this issue, teachers can examine why science instruction is less valued than other subjects, monitor when and where science is currently being taught, note their approach to science instruction (e.g., textbook, hands-on, or a combination), purposely plan to increase attention given to science, and sift the curriculum to determine where science concepts can be integrated. Figure 1 provides questions for reflecting on your current science instruction.
Figure 1. Reflecting on Science Instruction
Admittedly, various reasons exist for the minimal attention given to elementary science instruction. Perhaps you are like most elementary teachers who report an inadequate science background. While about 75 percent of elementary teachers feel well-qualified to teach reading and language arts, only about 25 percent feel qualified to teach science (Fulp 2002). In fact, many elementary teachers are afraid of-and never liked-science (Winters Keegan 2006). Other reasons for the minimization of elementary science instruction include:
* teachers’ lack of science-related technology skills (Fulp 2002);
* lack of professional development in science (Fulp 2002);
* lack of adequate district or building-level funding for science equipment or supplies (Fulp 2002);
* pressure to prioritize math and reading instruction due to NCLB- required testing in these subjects (Nolet and McLaughlin 2005);
* excessive time demands and classroom management issues associated with science activities (Browned and Thomas 1998); and
* support and prompting required for students with disabilities (Brownell and Thomas 1998). This concern is especially timely with the increase of inclusive classrooms and the requirements that students with disabilities have access to the general education curriculum and highly qualified content-area teachers (Nolet and McLaughlin 2005).
For elementary science instruction to improve, these issues require serious attention and systemic change. Here are some suggestions for addressing these issues.
* Require preservice elementary education teachers to take rigorous science courses, learn how to teach science in meaningful ways, and experience multiple opportunities to teach science through early and continuous field experiences.
* Include current science information in staff development. By their own accounts, elementary teachers are most in need of professional development, especially related to science, and the least likely to receive it (Fulp 2002).
* Reexamine budget priorities and investigate funding sources for updating science equipment and supplies.
* Use a comprehensive published science curriculum that includes classroom materials with lesson plan suggestions.
* Share instructional responsibilities with someone in the district with science expertise or a cooperating teacher, such as a special educator.
* Integrate science concepts into other curricular subjects.
* Increase the efficiency of science instruction by emphasizing big ideas that simultaneously address several standards.
* Develop a long-range plan for implementing the science curriculum rather than “doing a science activity whenever there is time.”
* Address management issues by positively reinforcing students for appropriate behavior, strictly enforcing laboratory rules, modeling appropriate use of equipment, providing visual and verbal rule reminder prompts such as charts or self-monitoring checklists, developing clear classroom rules, and managing transitions wisely (Magg 1999).
* Provide structure in science, which dramatically reduces the number of accommodations needed for students with disabilities (Choate 2000).
Curriculum Integration
Teachers are under pressure to cover more state and national standards (Kottler, Kottler, and Kottler 2004), improve reading and math scores under NCLB, and deliver instruction that meets diverse learning needs (Mastropieri and Scruggs 2004)-all within given time demands. Though some ideas in this section are not new, teachers may want to revisit established and effective strategies and resources associated with infusing science into their existing curriculum.
When science is integrated with other subjects, children learn both science and other subjects more effectively (Kellough 1995; Pappas, Kiefer, and Levstik 1990). Furthermore, integrating science with other disciplines has potential for improving both the quantity and quality of science instruction and student learning (Jarrett 1999). Integrating science also provides a broader context for students to apply newly learned science concepts. Here are some suggestions for integrating science into various curricular areas. * In language arts, children can read about science from trade books that contain science themes or content, such as A Handful of Dirt by Bial (2000) or Tiger Math: Learning to Graph from a Baby Tiger by Whitehead-Nagda and Bickel (2000). An annual list of science trade books, linked to science standards and process skills, is located on the NSTA Web site (www.nsta.org) under Publications and Products. In addition, students can discuss and write about science investigations to practice oral and written communication skills; research, write, and give presentations about famous scientists and scientific discoveries; maintain an ongoing log of the meaning and spelling of science vocabulary in their writing portfolio; record and discuss observations of their changing environment in a weather log or observation diary; and read and discuss science-related feature or news stories from newspapers, magazines, television, or the Internet.
* Teachers can integrate science and math by developing authentic science and mathematical problems that enrich and expand students’ problem-solving skills (Goldberg and Wagreich 1989); providing instruction on reading and interpreting data from tables, graphs, and charts; introducing vocabulary common to math and science, such as terms used in measurement; teaching students how to use tools such as the calculator, the computer, and other technologies common to science and math; and using hands-on standards-based activities from resources such as those developed by the Association for the Integration of Math and Science (AIMS).
* Teachers can integrate science and social studies by reinforcing inductive and deductive reasoning skills, problem- solving skills based on real life, and inquiry-based problems and simulations; developing units of study on the environment, earth, and earth’s systems; and encouraging students to engage in service learning opportunities related to science and social studies in their home, school, or community (Woods and Conderman 2005), such as cleaning the environment, preserving local wildlife areas, and researching ways to solve community challenges such as pollution, overcrowding, unemployment, or discrimination.
* Science can be integrated with art as students learn about chemicals, mixtures, compounds, light, and light waves; explore how different mediums react and combine with one another by mixing and separating colors and learning about pigments and dyes (Karten 2005); integrate science elements-such as living and nonliving things-in art media; and use observation skills in various art projects.
* Science can be integrated with music by having students learn about science-related concepts such as acoustics and the science of hearing sounds; chart frequencies and intensities; adjust volumes, pitches, melodies, and harmonies; learn how instruments are made (Karten 2005); make their own instruments or access real ones; and learn music associated with science-related topics.
In addition to integrating science into the curriculum, elementary teachers may find the Web sites, periodicals, virtual field trips, and curricula provided here (see “Science Resources”) helpful when developing lesson plans and activities. This is not an inclusive list of resources for science educators. These resources serve as starting points for considering creative ways to integrate science.
Concluding Thoughts
Science instruction has not been a priority in elementary classrooms for many years. Our society is experiencing effects of this neglect as evidenced in critical shortages in the medical profession and the science-education field. Counteracting this phenomenon requires systemic change in preparing teachers who are skilled and interested in science as well as a paradigm shift in teachers, administrators, and educational policy-makers who value early science instruction.
Now is the time for educators to revisit established and effective methods as well as consider new strategies, approaches, and resources for improving science instruction. Given our national science decline and upcoming science testing under NCLB, teachers who critically reflect on their science practices can contribute to this timely dialogue about improving elementary science instruction.
Science Resources
Web Sites
* National Science Teachers Association
www.nsta.org
Many resources for science educators.
* National Science Education Standards www.nap.edu/readingroom/ books/nses/html
In hypertext format, the complete text to the National Science Education Standards.
* Science Lesson Plans
www.col-ed.org/cur/science.html#sci1
A no-frills list of links to science lesson plans, arranged by lesson plan title and grade level.
* Young Inventors Educational Resources
http://inventors.about.com/od/lessonplanskidinventors
Lesson plans for teaching about inventions and inventors, and other K-12 science lesson plans, fun experiments about inventing, children’s inventions, workshops, courses and summer camps for kid inventors, and contests where children can submit inventions.
* Assessment Ideas for the Elementary Science Classroom
www.sasked.gov.sk.ca/docs/elemsci/ideass.html
Assessment ideas for the elementary science classroom, such as assessment templates, self checklists, and other ideas.
* AIMS Education Foundation
www.aimsedu.org
Periodicals, books, and tools for providing differentiated instruction while integrating math and science, produced by AIMS, a nonprofit foundation dedicated to helping children learn math and science.
* National Park Service
www.nps.gov/learn
Curriculum materials, games, and other educational media created by the National Park Service.
* National Aeronautics and Space Administration (NASA)
www.nasa.gov
A wealth of information for both teachers and students at various grade levels.
* Public Broadcasting Station (PBS)
www.pbs.org/teachers
Media, media guides, and lesson ideas and activities based on broadcasted shows.
Multicultural Internet Resources
* 4000 Years of Women in Science
www.astr.ua.edu/4000ws/4000ws.html
A comprehensive collection of biographies, photographs, and graphics about women scientists and their contributions to science.
* The Faces of Science: African Americans in the Sciences
https://webfiles.uci.edu/mcbrown/display/faces.html
Profiles of African Americans who have made important contributions to science and engineering.
* Disabilities, Teaching Strategies, and Resources
www.as.wvu.edu/~scidis/sitemap.html
Hundreds of ideas for accommodations and modifications for students with various disabilities in inclusive science classrooms, as well as information, strategies, organizations, resources, books, and videos.
* Science Education for Students with Disabilities
www.sesd.info/resources.htm
Curricula and instructional materials for students with disabilities at all levels.
Teacher Periodicals
* Discover
http://discovermagazine.com
Magazine providing up-to-date information about developments in science.
* Journal of Elementary Science Education
www.wiu.edu/users/jese/index.html
Practical and theoretical articles related to elementary science teaching and learning.
* Science Activities
www.heldref.org
Classroom projects and curriculum ideas for K-12 teachers.
* Science and Children
www.nsta.org/elementaryschool
Practical suggestions for elementary school teachers to connect science and math in the classroom.
Children’s Periodicals
* National Geographic Kids
http://kids.nationalgeographic.com
* Odyssey
www.odysseymagazine.com
* Ranger Rick
www.nwf.org/kids
* WonderScience
www.acs.org/education
Virtual Field Trips
* American Museum of Natural History
www.amnh.org
* Tramline
www.field-trips.org/vft/index.htm
Curriculum
* Delta Education
www.delta-education.com
Elementary science curriculum modules with activities-oriented materials and a large supply of manipulatives.
* Full Option Science System (FOSS)
www.lawrencehallofscience.org/foss
Hands-on lab-based K-6 structured curriculum around four themes.
Also available, at www.lawrencehallofscience. org/cml/saviselph, Science Activities for the Visually Impaired (SAVI) and Science Enrichment Learning for Learners with Physical Handicaps (SELPH), activities-based science programs for students with disabilities.
* National Science Resources Center
www.nsrconline.org
An excellent public resource, offering summer workshops, materials appropriate for teaching elementary school science, and a mailing list.
* Science for All Children (SAC) (Cawley et al. in press) Addresses four interrelated themes and thinking processes for elementary children.
“Now is the time for educators to revisit established and effective methods as well as consider new strategies, approaches, and resources for improving science instruction.”
References
Abruscato, J. 2000. Teaching children science: A discovery approach, 5th ed. Boston: Allyn and Bacon.
Bial, R. 2000. A handful of dirt. New York: Walker.
Brownell, M. T., and C W. Thomas. 1998. An interview with Margo Mastropieri: Quality science instruction for students with disabilities. Intervention in School and Clinic 34(2): 118-22.
Cawley, J. F., J. Miller, R. Sentman, and S. Bennett. In press. Science for all children (SAC). Unpublished science curriculum. Buffalo: State University of New York at Buffalo.
Choate, J. S. 2004, ed. Successful inclusive teaching: Proven ways to detect and correct special needs, 4th ed. Boston: Allyn and Bacon.
Fulp, S. L. 2002. 2000 National survey of science and mathematics education: Status of elementary science teaching. Chapel Hill, NC: Horizon Research. Goldberg, H., and P. Wagreich. 1989. Focus on integrating science and math. Science and Children 26(5): 22-24.
Jarrett, D. 1999. The inclusive classroom: Mathematics and science instruction for students with disabilities, It’s just good teaching. Portland, OR: Northwest Regional Educational Laboratory.
Karten, T. J. 2005. Inclusion strategies that work: Research- based methods for the classroom. Thousand Oaks, CA: Corwin Press.
Kellough, R. D. 1995. Integrating mathematics and science: For kindergarten and primary children. Englewood Cliffs, NJ: Merrill.
Kottler, E., J. A. Kottler, and C J. Kottler. 2004. Secrets for secondary school teachers: How to succeed in your first year, 2nd ed. Thousand Oaks, CA: Corwin Press.
Krajcik, J. S., C. M. Czerniak, and C Berger. 1999. Teaching children science: A project-based approach. Boston: McGraw-Hill.
Lemonick, M. D. 2006. Are we losing our edge? Time, Feb. 13.
Magg, J. W. 1999. Behavior management: From theoretical implications to practical applications. San Diego, CA: Singular Publishing Group.
Mastropieri, M. A., and T. E. Scruggs. 2004. The inclusive classroom: Strategies for effective instruction, 2nd ed. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
National Commission on Excellence in Education. 1983. A nation at risk: The imperative for educational reform. Washington, DC: Government Printing Office.
National Science Teachers Association. 2002. Position statement: Elementary school science. Available at: www.nsta.org/about/ positions/elementary.aspx.
Nolet, V., and M. J. McLaughlin. 2005. Accessing the general curriculum: Including students with disabilities in standards-based reform, 2nd ed. Thousand Oaks, CA: Corwin Press.
Pappas, C. C., B. Z. Kiefer, and L. S. Levstik. 1990. An integrated language perspective in the elementary school: Theory into action. New York: Longman.
Public Broadcasting Service. 2003. Calls of the wild. In Alan Alda in scientific American frontiers series. Available at: http:// www.pbs.org/saf/1308.
Sivertsen, M. L., R. W. Riley, S. P. Robinson, and J. C. Conaty. 1993. State of the art: Transforming ideas for teaching and learning science: A guide for elementary science education. Washington, DC: U.S. Department of Education.
Whitehead-Nagda, A., and C. Bickel. 2000. Tiger math: Learning to graph from a baby tiger. New York: Henry Holt.
Winters Keegan, R. 2006. Looking for a lab-coat idol. Time, Feb. 13.
Woods, C. S., and G. Conderman. 2005. Service learning and teacher education. Academic Exchange Quarterly 9(1): 155.
Greg Conderman is an Associate Professor in Special Education at Northern Illinois University. His research interests include methods for students with disabilities and collaboration between general educators and special educators. He is a member of the Epsilon Omicron Chapter of Kappa Delta Pi.
C. Sheldon Woods is an Assistant Professor of Science Education at Northern Illinois University. His research interests include science education, service learning, positive youth development, and HIV/AIDS prevention.
Copyright Kappa Delta Pi Winter 2008
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