Response to California Subject Matter Project
Review Question #1
Question #1 has 4 parts relative to the Project's nature and its "fit" in the educational landscape and marketplace.
In the teaching of science, scientists use their knowledge of basic concepts plus the discoveries and knowledge of others as a foundation on which to build new knowledge and make new discoveries. In the same way, it is necessary for teachers to provide a strong foundation for future critical thinking and problem solving. Strategies include: Building on a student's prior knowledge; developing in their students a clear understanding of basic concepts that they can use to expand their knowledge; and, the desire to seek expansion on that knowledge. Professional development for teachers needs to use these same strategies to develop teachers that have content knowledge, combined with a variety of pedagogical skills strategies that will allow each student to develop to his or her potential. In addition opportunities should be provided for teachers to develop a common vision for the educational continuum.
1). Teachers are reluctant and uncomfortable teaching science because they don't know much about it, don't understand basic concepts or are intimidated by what they perceive as hard. Increasing basic content knowledge is one way to raise the comfort level of teachers; and is the core of the science projects philosophy. This is done through intensive institutes and follow-ups throughout the year with the involvement of content experts from higher education, informal science venues, and the business sector.
While relevant facts are critical to scientific knowledge the context of how these facts are acquired is even more critical. The Internet has made so much information available that no one can remember everything there is to remember. A large number of these teachers were turned-off by science classes where the instructors idea of content knowledge was defined by the amount of facts that could be absorbed and remembered until the final exam. Therefore, we need to provide ways to maximize long-term retention to the greatest extent possible, and ensure the effective application of the acquired knowledge. This means providing teachers with a variety of tools in the form of teaching methods that are perceived as effective in achieving the desired outcomes, and modeling those methods in our own professional development efforts.
2). There has not been much meaningful educational research done to prove that one strategy is more effective than another. Usually various groups in the balkanized educational system just argue among themselves as to who is right. By collecting baseline data, and identifying a clear set of outcomes the Projects can measure the effectiveness of various pedagogical approaches through an organized system of meaningful evaluation. The Projects can include faculty, post docs and graduate students from the various schools of education for their theoretical knowledge, providing them with a forum for practical application of those theories. This connection will pressure the schools of education throughout the State to improve teacher training and professional standards. There is a perception that teacher preparation is woefully inadequate and whether or not this is true, increasingly schools of education are being forced to look at their programs and adapt them to better serve the realities of classroom practice.
3). One of the realities that teachers live with and must adapt to are the constantly changing educational foci. A large number of teacher's talk about how they can "fit" science into their curriculum when they have to teach so many other things. The basic skills of literacy and mathematics are the current focus and rightly so given the present state of education. We argue that science can be a vehicle to ensure that basic skills and other subject matter content is taught in a context that is challenging and meaningful to students. The "scientific method" process is to: Identify a problem or question; formulate a testable hypothesis; design an experiment to test the hypothesis; perform that experiment several times with proper variable manipulation; collect and analyze data; refine or formulate a new hypothesis based on the data analysis result, then develop the new experimental protocol as needed. The skills inherent in this process: Having a clear idea of what you want to accomplish; establishing what data is relevant and how best to collect it; how to analyze it; how to determine variables that are meaningful; comparing, questioning, reasoning, testing, and evaluating are vital critical thinking skills that will help students to make use of the content knowledge, that they acquire through this process, in meaningful ways and will be cyclical in nature so that each step leads to increasing levels of knowledge and a thirst for more. Recently the Mars Climate Orbiter was lost because of a mathematical error. The mathematics was solid but as Carl Pilcher, NASA's director for solar system exploration noted in the LA Times, "the particular nature of the (Orbiter) error is less important than the fact that it was not recognized and corrected." The content knowledge was there - the math was accurate, the failure was in critical thinking and making connections. The science project goal, of a scientifically literate society and student population, and a solid base for the student who wants to pursue science as a career, can be achieved through the development of critical thinking and scientific curiosity along with a strong core content knowledge on which to build. Students educated with these imperatives will ultimately benefit our society with their contributions.
4). In the K-12 educational system, professional development is on-going, consuming many weekends, pupil-free days, afternoons and miscellaneous staff-development time. It is offered in a fragmented way by many different divisions in the districts, schools, clusters, business groups and universities. Frequently this professional development is scattered and lacks any clear outcome. What the " teachers need" is decided by the people giving the professional development without consulting the teachers about what they feel they need or about their level of knowledge and expertise. A first year teacher may be sitting next to a teacher with a Masters or Ph.D. who has chosen to stay in the classroom because they love working with students. The first year teacher may be entranced, but the knowledge of the teacher in the next seat over may far outweigh the knowledge of the professional developer. The session becomes an insult to be unhappily tolerated. Part of the "business" of the Science Project is to deliver quality professional development to teachers at various levels of experience, knowledge, dedication and ability. Increasing content knowledge through a variety of methodologies, honors the individual knowledge and experience of teachers in a meaningful way. At the same time it models techniques that teachers can use to reach a variety of learners in the classroom who are also at different levels of comprehension, skills and ability.
5). Something that educational "experts" who have never been in the classroom fail to consider is the realities of a teacher's day. Breaks are ten minutes and rarely taken, interruptions are a constant, paperwork is overwhelming and time to plan with colleagues is non-existent. Anyone who has a child has seen the "seed in the cotton ball" come home in grades ranging from K - 4th. Teachers tend to do the same lessons because they have no time to talk among themselves in a professional setting. They are told to "improve" what they are doing, learn more, do more, cover more and "make sure these kids learn" so we can be the "best in the world" on tests that someone, somewhere feels are what kids need to know. The science project is critical because it provides a venue where teachers can talk about their profession, share ideas, strategies, experience, and brainstorm ways to develop their curriculum into a cohesive, articulated whole rather than fragmented pieces. The state and national standards are one key to this articulation piece, and to be truly effective, the next step is the connection between teachers that is crucial to ensuring that the vertical grade-to-grade progression is sequenced and effective.
6). The science project has been the primary disseminator for new policy, and the educational standards in the State of California. Despite being adopted earlier this year the State Standards have yet to be published. Even so teachers have become familiar with the standards for their grade level through extensive efforts on the part of the science project and are building curriculum around them. Discussions and brainstorming about how to help students understand the concepts behind the "things" they need to know has been a primary concern of teachers involved in the activities at all science project sites.
7). The tremendous changes constantly occurring in education is a challenge for even the most experienced teacher. Recent policy changes have resulted in the hiring of thousands of new teachers many of them totally inexperienced in the classroom. The science projects are a valuable resource for these new teachers. They come from many backgrounds with a world of experience, but have never had any classroom experience or training relative to how children learn. The science projects help them to translate their experience into effective classroom instruction. They offer support as these new teachers seek to clarify the standards and learn how to use them, gives them experience using different methodologies to reach all students and provides a place to talk about their experiences with peers and draw upon their expertise. Since this group may not have had any teaching background they lack methods courses and general educational knowledge to help all children achieve.
8). One of the major difficulties facing education today is the lack of any type of long-term plan. Educational policies change with each new administration, each election, each budget. The result is chaos, programs are started and not finished, and because of new mandates they are not evaluated in meaningful ways. Seemingly arbitrary decisions are made about the "best way" and as a result everyone has to change gears. At the local level, equipment is non-existent, textbooks are sub-standard and districts keep expanding and contracting as they change boundary lines into new divisions, districts, areas etc. with no clear idea of how the new structure will enhance or hinder educational outcomes. The science project helps teachers by supporting their classroom practice no matter how the educational landscape changes, and has been a constant, providing support to teachers in a myriad of ways while helping them to adapt to new programs and priorities.
In conclusion, the science project: