When Science Teachers Know Their Stuff

By Sara Steindorf writer of The Christian Science Monitor | The Christian Science Monitor, December 11, 2001 | Go to article overview

When Science Teachers Know Their Stuff


Sara Steindorf writer of The Christian Science Monitor, The Christian Science Monitor


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 second grade.

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. …

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