why don't elementary students know science?

What Prior Knowledge?Are students getting enough science education in elementary school? : 

What Prior Knowledge?Are students getting enough science education in elementary school?

I am . . . : 

I am . . . Sharon Shaffer Former 7th and 8th Grade Science Teacher Rossford Junior High 15 years at Rossford 8 years at 6th grade teaching math and language arts, 7 years at the junior high; 4 years in current position Currently full-time grad student, part-time math instructor at Terra Community College in Fremont

My Education : 

My Education Bachelor of Science Degree from BGSU, 1992 Elementary Ed, grade 1-8 focus Master’s of Education from University of Toledo; Math and Science, Curriculum and Instruction National Board of Professional Teaching Certificate in Early Adolescent-English/Language Arts. DREAMS Program, BGSU, major; Integrated Sciences Currently working on Master’s of Education, through College of Technology in Learning Design

What is the problem? : 

Junior high students arrive with little to no science background. What is the problem?

What Prior Knowledge?Are students getting enough science education in elementary school? : 

What Prior Knowledge?Are students getting enough science education in elementary school?

WHY THIS QUESTION? : 

WHY THIS QUESTION? My colleagues and I noticed a trend in the lack of science knowledge in students entering the junior high. We decided to assess what they knew with a “pre-test”. Two components: laboratory and general knowledge The following is a sampling of different versions of this pre-test

The Aha! or What? Moment : 

The Aha! or What? Moment Students entering 7th grade are unable to recognize standard lab equipment like a beaker, test tube or flask. They are very weak on science vocabulary. They do not recognize the scientific method. They have very few lab skills.

A DIAPHINUS KEY? : 

A DIAPHINUS KEY? 80 % of incoming 7th graders scored 50% or lower on the pretest in general knowledge/content. They were especially weak in content specific vocabulary. Earth science questions were more frequently correct than either life science or physical science.

ENTER: INTERNSHIP : 

ENTER: INTERNSHIP When we performed these assessments, we really had no idea what we would do with the information. Then DREAMS came into my life. It just seemed like a perfect fit.

If there’s a problem, then what? : 

If there’s a problem, then what? My hypothesis is that elementary teachers lack some element that is allowing them to teach the science content standards for their grade level. Whether that element is comfort, knowledge, time or resources is the purpose of the action research. If/when the element(s) is identified, the goal is to provide professional development opportunities to address these scenarios.

Where is the emphasis? : 

Where is the emphasis? I began by looking at grade cards for all grade levels in our district. All grade levels have more indicators for math and reading than for science (or social studies). There are 52 indicators for science from K-6. 153 for math and 86 for reading.

Why not Science? : 

Why not Science? The next step is to figure out why the difference? And why were pretests so low? As a department, we discussed this phenomenon and were curious about its cause. We came up with several questions that we thought would help us with our dilemma.

Are there gaps? : 

Are there gaps? I decided to survey the teachers in our district to see if they felt there was a discrepancy in science education from grade to grade, and from elementary to junior high. Further, I sought to obtain data about the amount of time science was taught by grade level, the amount of content level knowledge teachers felt they had, their comfort level with science, information about curriculum choices and amount of professional development obtained in science content.

What do you think? : 

What do you think? Rough draft- Survey for Internship I am currently involved in a program at BGSU which requires that I do an internship to assist educators through professional development. The area I am interested in is science education across grade levels; specifically from elementary through middle/school junior high. Very often students arrive at a particular grade level without the content or skills necessary for that level, in science. I would like to investigate the reasons behind this, if indeed this is occurring, and what can be done to assist teachers in providing quality science education at all grade levels. If you could please take some time, which I know is a scarce commodity, to fill out this survey, I would greatly appreciate you assistance. If you are willing to be interviewed on this subject, please include contact information: name, school, building, grade level, phone number and/or e-mail address. If you think your building, or grade level team, etc. would be interested in additional information and free professional development on this subject, include that also. Thank you very much, sincerely, Sharon Shaffer BGSU Graduate Student: MaT Integrated Sciences Junior High Science teacher

SURVEY QUESTIONS : 

Do you feel your students have a sufficient science background when they reach your grade level? Do you feel this trend is more prevalent in science than in other content areas? What do feel is the reason for this? How much time a week do you spend teaching science? SURVEY QUESTIONS

Slide 34: 

Compare this to the time you spend teaching math and/or reading; do you spend more or less on science than the time you spend teaching math and/or reading? What is the approximate difference? How much time do you spend a week preparing lessons for each, math, reading and science?

Slide 35: 

How much professional development have you had with regards to science content? What materials or curriculum are you currently using? How often do you assess student’s mastery of the content? What strategies do you use with those who have not mastered the indicators?

Slide 36: 

Approximately what percent of your science lessons are inquiry based? One indicator on the grade card is (KG) “Observes and describes day to day and seasonal changes in the weather “. How do you teach this (give a sample activity or lesson)?

Slide 37: 

Why do you think the “gaps” may occur in science education? Lack of time very much so 5 4 3 2 1 not at all Inappropriate or lack of Equipment 5 4 3 2 1 More emphasis on other subjects 5 4 3 2 1 Teacher feels uncomfortable with Science 5 4 3 2 1

Slide 38: 

Insufficient materials 5 4 3 2 1 Lack of content knowledge 5 4 3 2 1 Lack of knowledge about the standards 5 4 3 2 1 Lack of professional development or training 5 4 3 2 1

Slide 39: 

Grade level and subject(s) taught: Additional comments, questions or concerns. Are you interested in being interviewed or receiving professional development in science curriculum?

Survey Says. . . : 

Survey Says. . . Math and Reading are given more instructional time in elementary curriculum. Teacher comfort level rated lower with science content than for either reading or math. More professional development hours devoted to math and reading than science. Stricter adherence to standards and benchmarks in math and reading.

Benchmarks and Indicators : 

Benchmarks and Indicators On the grade cards, indicators are loosely translated. Example: Grade 5, “Earth Indicators” “Describes characteristics of Earth” “Identifies orbital paths of the Earth, sun and moon” “Explains and identifies the use and conservation of renewable and nonrenewable resources”

Academic Content Standards cont : 

Academic Content Standards cont Earth and Space Science, The Universe, #2 “Explain that Earth is one of several planets to orbit the sun and that the moon orbits Earth.”

Academic Content Standards : 

Academic Content Standards Earth and Space Sciences, The Universe, #3 “Describe the characteristics of Earth and its orbit about the sun (e.g., three-fourths of Earth’s surface is covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis and spherical planet).

Academic Content Standards : 

Academic Content Standards Earth and Space Science, Earth Systems, #5 “Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely. Earth Systems, #6 “Investigate ways Earth’s renewable resources (e.g., fresh water, air wildlife and trees) can be maintained.

Is it fixable? : 

Is it fixable? My belief is that if teachers are more knowledgeable about science content, they will feel more comfortable and become better science instructors. Better science instructors will lead to better scores for our students.

Slide 46: 

If the element is time, how can the day be structured so all subjects realize their importance?

It is called “DREAMS”,right? : 

It is called “DREAMS”,right? My dream, my ideal, is that in each elementary building students are taught by science specialists, much like music, gym, and art, either in the classroom or in a science classroom/lab. This would relieve the burden of elementary teachers and make science a specialty, taught by experts. Consequently, students knowledge, scores, would improve.

Slide 48: 

The grade cards gave me some insight into where the emphasis is placed and possibly the priority that science holds in the curriculum. If we assume that more indicators mean more importance and more teaching time, science is lower on the list than math or reading, but may be higher than social studies. However, the conversations I had indicated that teaching social studies is considered easier and preferred over science.

THE FUTURE : 

THE FUTURE I feel most districts could benefit by conducting a similar study by surveying their teachers and students. In addition to the surveys and pretests I have already created and used, I plan to create a survey for students to examine what they feel their elementary experience was. This to be administered pre-pre-test, in the fall. I plan to consult districts with the process and decide where they should go once their data has been gathered and analyzed.

MORE DREAMS : 

MORE DREAMS As formative assessments become the focus for more and more districts, analysis of that data could be incorporated into the findings. It should show if students are mastering the standards at each grade level as well as what topic is being taught when.

WHEN ONE DOOR CLOSES. . . : 

WHEN ONE DOOR CLOSES. . .

. . . Another one opens! : 

. . . Another one opens! Most universities and colleges would welcome a partnership with school districts that would address these issues. They can offer professional development, training, resources, data support and much, much more. After all, better elementary students create better college students.