Students in science room 809 at the Boston Renaissance Charter
School are clustered around tables, squirting water into rain
gauges, and discovering what, exactly, defines a gully washer.
There's only one thing unusual about this setup: They have a
separate teacher to train them in science, but they're only in the
It's just one of the tactics schools are implementing to combat
Americans' alarming deficiency in science, and the resulting
dependency on foreign talent to do technical work.
Educators at Boston Renaissance, which occupies a 16-story
downtown building, decided that the traditional elementary pedagogy
wasn't working. A teacher shouldn't be expected to teach the
constantly changing field of science in addition to math, language,
history, and English, they thought. So this year, the school hired
three new teachers with strong science backgrounds to teach the
subject to Grades 2 through 5.
"Science-only teachers are better equipped to stay abreast of the
science curriculum, and to develop students' curiosity, open-
mindedness, and persistence - all components that distinguish the
scientific thought process," says Headmaster Roger Harris.
Each week, second- through fifth-graders attend three 60-minute
science blocks in one of the three science labs. While it's too soon
to gauge the effect on academic achievement, the teachers say
there's a palpable difference.
"I remember in fourth grade my teacher saying, 'I think we should
do science now, because we haven't done it yet this year' - and that
was, like, in February," says Julia Thompson, a science specialist
who transferred this year from another Boston school. Prior to that
job, she was an assistant teacher in two classes at the elementary
level, and recalls: "The science kits always sat on the shelves ...
and the teachers would say, 'Oh, it's too much of a pain to set up.'
Indeed, many educators cite the lack of properly trained science
teachers as a main reason why the United States lags so far behind
many other countries in science. The Third International Mathematics
and Science Study found that US eighth-graders ranked below peers in
14 other countries in science. The report also said US students are
far less likely to be taught science by teachers with a major area
of study in science, despite research showing "that higher
achievement in science is associated with teachers having a
bachelor's and/or master's degree in science."
The teacher in room 809, Erin O'Brien, holds undergraduate
degrees from Salem (Mass.) State in educational studies and biology,
and taught middle- school science for the past two years.
"If it ever came down to having to do an off-the-cuff discussion
on electrical systems, or whatever science topic, we could do it....
We can take kids to another level, due to our comfort with the
discipline," she says.
Still, not all science educators agree that specialists at the
elementary level is the best approach.
"The artificial division of education can sometimes be a
hindrance at an early age," says Harold Pratt, president of the
National Science Teachers Association. …