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- 03 October 2018
Better teachers are needed to improve science education
- Joshua Hatch 0
Joshua Hatch is assistant managing editor at The Chronicle of Higher Education .
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If you spend time with a young child it soon becomes clear that the astronomer Carl Sagan was right when he said: “Every kid starts out as a natural-born scientist…”. Spend time with a typical high-school student and it’s clear that the second part of Sagan’s quote is also correct: “...then we beat it out of them. A few trickle through the system with their wonder and enthusiasm for science intact.”
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Nature 562 , S2-S4 (2018)
doi: https://doi.org/10.1038/d41586-018-06830-2
This article is part of Nature Outlook: Science and technology education , an editorially independent supplement produced with the financial support of third parties. About this content .
Federal Science, Technology, Engineering, and Mathematics (STEM) Education: 5-Year Strategic Plan (National Science and Technology Council, 2013).
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Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches: a Review of the Literature
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The paper aims to provide a review of literature that emphasizes students’ and teachers’ views on the nature of science (NOS) and associated instructional approaches to develop adequate understanding of the NOS that have been employed in different contexts. One hundred and seventy-two (172) studies were selected from ResearchGate, Academia, Google Scholar, and ERIC database from the year 2000 to 2022 and few important documents published before 2000. The paper presents an exploration of NOS aspects and identifies the gaps in the previous researches. The reviewed studies inform us that students have strong misconceptions on some NOS aspects such as relationship between theories and laws, observations, and scientific method, while teachers have strong misconception on relationship between theories and laws. The NOS instructional approaches discussed in reviewed papers have a positive effect in improving the NOS understanding. Reviewed literature suggests that some instructional approaches have positive effect to teach most of targeted NOS aspects such as explicit and reflective approach. In addition, the findings indicate that explicit and reflective instruction has been more documented and tried out into different contexts in which a considerable effect on students’ views on NOS was noted. Despite all efforts put in place, there is still a need for a lot to be done on active instructional approaches and interventions in this regard, particularly in developing countries with emphasis to the Sub-Saharan Africa education context.
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Bugingo, J.B., Yadav, L.L., Mugisha, I.S. et al. Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches: a Review of the Literature. Sci & Educ 33 , 29–71 (2024). https://doi.org/10.1007/s11191-022-00382-8
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How Schools Can Turn the Solar Eclipse Into an Unforgettable Science Lesson
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If the weather cooperates, science students of all ages could be in for quite a show on April 8. The first sign will be a sudden temperature drop. The sky will darken, and winds will shift. A dark shadow will appear on the horizon. Faint waves of light may waft across the ground. A ring of bright light will shine from the outer edges of the otherwise darkened sun. Then the moon will cover the sun completely and, for a few seconds, a thin red layer may appear around its outer rim.
This fantastical display describes a total solar eclipse, which happens in the same place on the planet only an average of once every 366 years, according to experts . It’s also the sort of once-in-a-lifetime occurrence that can get kids super excited about science—a worthwhile goal, especially amid a barrage of reports of disengaged students and sky-high rates of absenteeism .
The impending total solar eclipse raises several questions for educators—from how best to expose students to both its sheer magnificence and its value as a learning tool to, more broadly, how to infuse other ‘real world’ science lessons into the classroom. To get answers to these questions, Education Week reached out to science education guru Dennis Schatz, a senior fellow at the Institute of Learning Innovation, past president of the board of directors for the National Science Teaching Association, and advisor to the Smithsonian Science Education Center.
Schatz advocated for a carnival-like atmosphere to celebrate the coming eclipse; even, as he noted, several school districts will cancel school that day. He also shared his general thoughts on how teachers can generate interest in ‘real-world’ science learning and the obstacles that too often prevent it. Here’s an edited version of the conversation.
What is your overarching philosophy of science education?
A fundamental philosophy of mine is to make science life-long, life-wide, and life-deep.
What do you mean by ‘life-deep’?”
There’s the workforce development focus of this; that is, the demand for STEM professionals. But life-deep also means getting involved and interested in science at a level that’s appropriate for you. You may be an accountant, but you may like to watch the National Geographic Channel or read science books and, if so, that’s an appropriate depth for you.
Where does engagement in science start?
Having been involved in schoolwide reform efforts, I’ve done a lot of work with teachers in the classroom, although I’ve never actually taught in one. Making science more engaging for students is probably the biggest challenge at the elementary school level, because not many elementary school teachers are trained in science. So the real goal, especially at the elementary level, is how to build enthusiasm in teachers so they can then get students excited.
So, what works?
It can start by getting teachers to think about how to use their local environment, or local community, to generate interest in science. For example, in the Northwest, salmon is a big issue [ declining numbers in recent years have been blamed on climate change and human development], so that can be a way to generate interest—either from an environmental perspective or a food perspective. There are a lot of different real-world connections to be made with salmon for people who live in the Northwest.
What about getting students excited to experience the solar eclipse?
Absolutely, the solar eclipse can be awe-inspiring, and it can be fun. I was talking to a teacher recently who said: I don’t want to make it like a fire drill, where you take the students outside, with their glasses, take a look at the eclipse, and go back in. There’s a whole range in how districts are treating the [upcoming] eclipse. It takes two and a half hours, from beginning to end. Watching the eclipse slowly go across the sun is like watching ice melt. So you want to think about ways in which you can make it into a fun experience. Enlightened administrators will encourage building an entire event around it: Think art activities, food, music.
How far in advance would you suggest teachers begin preparing students for the solar eclipse?
It’s about two weeks out, and in the back of my mind, I’m saying: It’s way too late. I guess you could try to cram it all into just one day, but I would recommend spending more time in advance. Ideally, well before the eclipse, teachers will bring some science activities into class that model what’s happening with the phenomenon. There are many other real-life examples to draw from: Every six months, there’s at least one lunar and one solar eclipse somewhere on the Earth.
Will most schools use the eclipse as a learning opportunity?
A huge number of districts are canceling school for a variety of reasons; one is liability. In the Midwest and Northeast, the eclipse happens at the end of the school day, and people are worried about safety issues and higher-than-normal traffic during the point of totality [when the moon passes between the Earth and the sun]. In these cases of school closures, teachers who plan in advance can share information with students about how to experience the eclipse safely , and they can in turn go home and teach their parents.
How do you recommend students experience the eclipse?
I think glasses are overrated. When you look through a pair of glasses, you get this little yellow dot. There are so many indirect ways to view the eclipse. One of my favorites is with a basic kitchen colander . If you stand with your back to the sun and hold the colander so the sun’s light shines through it onto the ground or a wall, inside the colander’s shadow you’ll see many tiny images of the eclipsed sun.
Other tips for good viewing of the eclipse?
You want to find a place in the sun that’s not obscured by shadows, somewhere away from tall buildings. At most schools, this might be a playground area. I recommend going out a couple days ahead of time and finding out where the shadows are going to be, so you can avoid them. And of course, the most important element is clear weather.
When the eclipse is over, how can science teachers maintain students’ excitement about the natural world?
There are so many phenomena to observe and study—certainly in astronomy, from meteor showers to lunar eclipses—and all kinds of weather events, like hurricanes and earthquakes. You have to be sensitized, as a teacher, to think: I’m going to use these events to motivate an interest in science.
What resources do you suggest for teachers who want to stay informed about real-world science lessons?
The NSTA publishes three journals for educators, targeting elementary, middle, and high school students. I also like the New York Times’ science section. There’s also Scientific American magazine, which has moved from being a journal for scientists and now is much more geared for the lay audience.
So, if resources are available, what gets in the way of teaching real-world science lessons?
For teachers, it’s often a matter of figuring out: How do I feel like I have the freedom to move away from what I’m supposed to teach? Things are so standards-driven these days, there’s just no time or ability to deviate. Plus, you’re worrying about how kids are going to do on tests, and so many other things—social-emotional learning, safety. But if you aren’t generating an ongoing interest in the scientific phenomena that you can see and experience, then you’re doing a disservice to students.
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Science Education Invites Applications for New Co-Editors-in-Chief to Begin on July 1, 2024 and Extend Through December 31, 2027. Science Education is an internationally renowned educational journal that publishes theoretically informed, empirically robust research illuminating significant features of science teaching and learning.Science Education was first published in November 1916 and now ...
Hence, science teachers hardly plan science lesson that connect the syllabi and textbook with curriculum [1] reform in science teacher education program Even though science teachers are regarded ...
Any research conducted already has examined the topics in journals oriented to science education and has shown that in the previous decades, there was more emphasis on teacher education, teaching practices, misconceptions and ICT (Chang et al., 2009; Chin et al., 2018; Penick & Yager, 1986).
The observed lesson built upon that knowledge, focusing on compound formation. There were three main components to the lesson: (1) a quick review of the previous lesson's concepts; (2) a lecture/discussion on the new material; and (3) a question/answer review of the new material.
This document represents a recent first step in the strengthening of national science education documents in the United States, developed in the 1990s. The framework is built around three dimensions: (1) Science and Engineering Practices; (2) Crosscutting Concepts; and (3) Disciplinary Core Ideas.
Science education is being modernized to give students the skills they will need for jobs in the future. ... Download PDF. OUTLOOK; 03 October 2018; Science and technology education.
Research in Science Education is an international journal publishing and promoting scholarly science education research of interest to a wide group of people. The journal examines early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education. In publishing scholarly articles, RISE is looking ...
Graduate and undergraduate science education have similar goals: to provide training, direction, and encouragement to those who will go on to join the scientific workforce and achieve scientific discoveries. However, the purpose of general science education is less clear. Most students will not end up as practicing scientists or engineers, and ...
Better teachers are needed to improve science education. The latest training techniques emphasize classroom practice and design thinking. If you spend time with a young child it soon becomes clear ...
An analytical tool for assessing the formation of the scientific mind of students participating in inquiry activities. et al. Published online: 27 Mar 2024. Explore the current issue of International Journal of Science Education, Volume 46, Issue 6, 2024.
After providing a definition of the nature of science (NOS) for science education, we argue that a pragmatic consensus exists regarding NOS topics most important for a scientifically literate society. Hence, NOS instruction should take a more prominent role in the science curriculum. While the relationship between a teacher's NOS knowledge and their pedagogical decision-making is not straight ...
In consulting technical reports, theoretical frameworks, research, and curricular reforms related to science education, one commonly finds appeals to scientific thinking and critical thinking as essential educational processes or objectives. This is confirmed in some studies that include exhaustive reviews of the literature in this regard such as those of Bailin (), Costa et al. (), and Santos ...
Because the vision of science education articulated in the Framework and the NGSS is rigorous and informed by a wide range of stakeholders (e.g., scientists, science educators, policymakers), the science education community needs to examine how research-based instructional materials can be enacted in the classroom and how teacher professional ...
The Role of Science Educa on in a Changing W orld. Lorentz Center, Netherlands. a c h a n g i n g w o r l d 4. Signi cant and rapid development in science, engineering, and technology such as a ...
Introduction to Science Education. October 2019. Edition: 2nd Edition. Publisher: ESUT Press. ISBN: 978-978-971-060-7. Authors: Ngozika Mbajiorgu. Enugu State University of Science and Technology ...
The International Journal of Science Education (A) is firmly established as an authoritative voice in the world of science education. IJSE (A) publishes scholarly papers that focus on the teaching and learning of science in school settings ranging from early childhood to university education. It bridges the gap between research and practice ...
It is argued that the need to improve science education should be a national priority. Ways are suggested by which the federal government and the scientific community, working together, can address this issue. It is recommended that scientists, engineers, and educators make a significant personal and institutional commitment to participate in ...
science education from the historical view an e ssential step if school science education is to play a meaningful role for the majority of students, especially girls, in 21 Key words: Scientific Literacy, education through science, science through education. Introduction Initially (19th century), science (or science subjects) w
3 A Framework for De ning Scienti c Concepts. In this framework, we rst identify some of the common features in the de -. nitions of a scienti c concept, such as object/system, nature ...
4.1 The Current Status of Students' and Teachers' NOS understanding. The reviewed studies indicated that both students and teachers still hold naïve, inadequate, too simplistic, incoherent, mixed, and diverse views about nature of science as shown in Tables 1, 2, 3 and 4. Majority of the reviewed articles show that the period of the intervention, number of participants and grade level of ...
AIMS AND SCOPE. Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.
If the weather cooperates, science students of all ages could be in for quite a show on April 8. The first sign will be a sudden temperature drop. The sky will darken, and winds will shift. A dark ...
CBSE Social Science Class 9 Notes: Get here CBSE Class 9 Social Science Revision Notes of all chapters. Download the PDF of these CBSE 9th SST Revision Notes.