Teaching Science 2.0

Required testing in Math and Reading has led to a Nationwide decrease in attention to other subjects, including science.  This is especially true at the elementary level.  Starting last year, NCLB required states to begin testing…but the results are not part of “Annual Yearly Progress” determination. A recent article in the Washington Post had this to say about the “new” science tests.

At least six states, including Maryland, released their first science scores this fall. The first science scores from D.C. schools will be released later this year.

Overall results from the new tests “are not very good,” said Francis Q. Eberle, executive director of the National Science Teachers Association in Arlington. “As a matter of fact, they’re pretty dismal. And it really shouldn’t surprise anybody,” he said, because science as a topic “has really gone off the instructional radar.”

In New Hampshire and Rhode Island, according to news reports, three-quarters of students failed the first science exams.

However, since the tests do not “count,” schools are still incentivized to continue focus on math and reading at the expense of science.  In fact, the article states that the only reason that emphasis on science may increase is because schools (and states) might be embarrassed by low test scores.  This comes at a time when nearly everyone realizes that students will need to be scientifically literate in order participate fully in the opportunities that today’s (and tomorrow’s) society provides. Hopefully, educational policy will catch up to reality soon… while we are waiting for that, educators need stand up and provide kids with authentic and meaningful science experiences.

Here are some great resources for good science teaching:

All Grade Levels:

Science Formative Assessment This book is simply a “must have.” It is the best science teaching book that I have bought in many years.  The first few chapters of the book describe the importance of using formative assessment and describe a constructivist-based teaching model that incorporates formative assessment.  The bulk of the book includes 75 excellent formative assessment techniques.

Preschool:

A Head Start on Science This book contains nearly 90 excellent activities grouped into seven categories: the five senses, weather, physical science, critters, water and water mixture, seeds, and nature walks.

Peep and the Big Wide Wold This isn’t a book, but I can’t resist!  This great cartoon is funded by the National Science Foundation and integrates many age appropriate science concepts.  The website provides online games, video clips, and tons of science activities appropriate for young children.  You can’t go wrong building a preschool science curriculum around these videos and activities! (Free)

Elementary:

Readings in Science Methods, K-8 This book (edited by me) is a compilation of nearly 70 excellent  articles from NSTA’s Science and Children and Science Scope magazines. Articles provide practical tips, suggestions, and activities for teaching elementary and middle level science.

Picture Perfect Science & More Picture Perfect Science These two books provide excellent inquiry-based lessons on a variety of elementary science topics.  Each lesson is connected to at least one children’s book.

Everyday Science Mysteries This book contains a series of mystery stories that can be used to introduce science concepts to students.  Each story is accompanied by a teacher section that provides background information and instructional ideas.

Secondary:

Science as Inquiry in the Secondary Setting This book consists of multiple chapters written by experts.  The introductory chapter describes a sophisticated framework for authentic science inquiry in the classroom.  Other chapters describe inquiry in physics, chemistry, and life / environmental science.  This book is a “must read” for all secondary science teachers. It can be downloaded for free.

Technology in the Secondary Science Classroom This book consists of multiple chapters written by experts.  Each chapter provides theory and practical examples of how to use technology to support science learning in the classroom.  The book can be downloaded for free.

Exposing students to high quality non-fiction is critical to fostering a love of science, technology, engineering and math (STEM). The journal, Science Books & Films, reviews print and non-print materials in science for all age groups.  Additionally, each year they award SB&F prize for Excellence in Science Books.  This prize is given in four categories (Children’s Picture Books, Middle Grades Science Book, Young Adult Science Book, and Hands-On Science Book) that are very useful for K-12 educators.

Last spring, I worked with Tim Gerber (UWL Department of Biology) to expose K-8 preservice teachers to many of these books through a Mock SB&F Prize project.  During this project, preservice teachers read and evaluated each book in a category (either Children’s Picture Book or Middle Grades Science Book).  Small groups of preservice teachers then came to consensus on the book that they felt was the best.  This same model can be used to engage middle school students in reading high-quality “STEM” non-fiction while improving reading comprehension skills..  Modifications to the evaluation rubric could also allow this model to be used with elementary students.  An overview of the Mock SB&F Prize model was published in the September / October 2008 issue of Science Books & Films.

“Discourse in science, mathematics, and technology calls for the ability to communicate ideas and share information with fidelity and clarity and to read and listen with understanding.” This quote taken from Science For All Americans (p. 192), which contains a series of science, technology, engineering and math (STEM) education recommendations produced by Project 2061 (http://www.project2061.org/publications/sfaa/online/sfaatoc.htm), succinctly identifies the importance of communication in the STEM disciplines. The development of these communication skills should begin early in the elementary years and progress throughout life. To assist students in developing these skills, K-12 teachers should be able to effectively evaluate quality STEM trade books and educational materials. This article describes the development of a Mock Science Books and Films (SB&F) Election project as a mechanism for improving elementary / middle level pre-service teacher’s abilities to evaluate STEM non-fiction.

• Read the entire article
• Get rubrics and details for the Mock SB&F Prize project.
• See previous winners and finalists for the SB&F Prize.

This is a great presentation by Chris Lehman, principal of the Science Leadership Academy in Philly.  I also really like this “youtube” type service. Viddler lets you add comments directly to a video.  I see a lot of applications for the classroom.  (Note: This presentation was given at an “IgnitePhilly” event.  Participants were challenged to give a 5 minute presentation (20 slides, 15 seconds each) on a topic of their choice.)

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A great quote to think about–

“A teacher that can be replaced by a computer should be.”

— Arthur C. Clarke

Measurement is an important concept and skill in both math and science.  In elementary school, students are expected to be able to measure distances (and length, width, etc.), weight, volume, time, etc.  They are asked to measure in both standards (ie: feet, meters, pounds, etc.) and non-standard (ie: paperclips, straws, pennies, etc) units.  In middle and high school, students are expected to be able to make precise measurements, use a variety of units, and convert between units.

Next time you teach your students about measuring, use the story of the Smoot!

During the debate last night, Senator McCain repeatedly derided Senator Obama for securing an federal earmark (pork) for a $3 million dollar overhead projector.   Do you mean a planetarium projector for the Adler Planetarium?  Perhaps it is fair criticism that federal money shouldn’t be spent this way.  But, to call it an overhead projector seems either dishonest or clueless.

This comment on a New York Times article about the debate seems appropriate-

I am an Associate Professor of Astronomy at the University of Chicago (the University that today has added yet another Nobel Prize winner in the sciences for the US). I would like to comment on Sen. McCain’s statement during the today’s debate that Sen. Obama has earmarked “$3 million for an overhead projector at a planetarium in Chicago, Ill. My friends, do we need to spend that kind of money?”

The way Sen. McCain has phrased it suggests that Sen. Obama approved spending $3 million on an old-fashioned piece of office equipment (overhead projector).
The 3 million is actually for an upgrade of the SkyTheater - a full dome projection system, which is probably the main attraction of the Adler Planetarium and is quite sophisticated and impressive piece of equipment.

I find it appalling that Sen. McCain would call a science education tool for public (largely children) for a historic planetarium with millions of visitors a year a wasteful earmark. The planetarium’s focus, as stated on their website (http://adlerplanetarium.org) is “on inspiring young people, particularly women and minorities, to pursue careers in science.” Is an investment in such public facility at the time when US competitiveness in math and sciences is a constant source of alarm a waste?

“American’s ability to compete in a 21st Century economy rests on our continued investments in math and science education,” said Rep. Brian Baird, Chairman of the Research and Science Education Subcommittee in Congress, after the passage of The 21st Century Competitiveness Act of 2007.

Considering such investments “wasteful earmarks” today, even in the face of the financial crisis, will severely cripple US economic competitiveness in the increasingly high-tech world down the road.
— Andrey Kravtsov, Chicago, IL

Teachers often struggle with engaging students in deep discussions about content.  The typical dialogue pattern is – teacher asks, one student responds, teacher confirms, teacher asks the next question.

Student learning is increased when they are given a larger voice in the discussion.  One strategy for doing this is the “Volleyball Technique.”  This technique is described in Page Keeley’s book, Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning.

In this technique, the teacher “serves” a question. Several students respond to the question as if “setting the ball” up for each other.  Eventually, the “ball” goes back to the teacher who “serves” up the next question.

When you first start using this technique, it is helpful to have a SOFT prop.

Its official… I am a contributing blogger for the Professional Learning Community.  They led off today with my first contribution - Is this our Sputnik?

Here is a “teaser.”

In 1957, Russia’s launch of the Sputnik satellite was a shock to the American psyche. To that point, we were sure that the U.S. held a technological edge over the rest of the world...Our response to this shock resulted in a dedication to improving education and investing in technological research. A little more than a decade later, Americans were walking on the moon. The U.S. had firmly established itself as the global leader in science and technology…Over the past few weeks, the American psyche has been shocked again. Is this economic crisis our generation’s Sputnik? Is this a black-eye to a half-century of our pretensions that our way of life was a guarantee to our national superiority? How will we respond?

Read the full post…also, please comment @ PLC!