RECOMMENDATIONS BY BAYER SURVEY PARTICIPANTS

Throughout The Bayer Facts surveys, questions about how well we are doing alternated with questions about what we ought to do in order to improve American science education. Despite different perceptions among the participants about the status quo, there was a remarkable coherence and unanimity to their suggestions for change and improvement:

• A majority of teachers say they want to see an increased emphasis on science education in school. Two-thirds of the principals and more than half of the human resources directors agree that science education should have the same priority as reading, writing, and math, and nearly all of them concur it should be taught as a fundamental subject from the earliest grades.
  
  
• Many of the survey participants support the reform efforts that call for widespread use of hands-on, inquiry-based teaching and learning. Most teachers believe that the amount of hands-on science teaching should increase, and a similar proportion of principals believe that hands-on, inquiry methods are the most effective way of teaching and learning science. When described to human resources directors, more than two-thirds said that schools should adhere to the National Research Council's National Science Education Standards, which strongly support inquiry methods.
  
  
• Agreement on the need for better education and training in science for teachers is best illustrated by the teachers' own concerns about their inadequate preparation. Few define themselves as science literate and nearly half do not feel their training adequately prepared them to teach science. Additionally, nearly half of the teachers feel they face substantial obstacles that prevent them from using a hands-on teaching approach, including time conflicts with other subjects, lack of equipment and supplies, and an insufficient understanding of science itself. Recognizing this, nearly half the principals said they'd use extra funds to strengthen the science teaching staff.
  
  
• America's science classrooms need more resources. A majority of teachers said a lack of equipment was one of their major obstacles in teaching hands-on science. Many elementary students report still having science in a regular classroom, while in middle school, more than half the students say they have science in a classroom with no special equipment. Even in high school, where laboratory classes predominate, a quarter of the students study science in an ordinary classroom. When asked to allocate extra funds to just one subject, a majority of the principals chose to spend equipment and materials funds on science.
  
  
• Students themselves strongly support the elements of science education reform. In many ways, they reaffirmed what good teachers know: students of all ages like science, particularly when it is taught with hands-on methods that support students' creativity and curiosity. Most students had specific, concrete suggestions for improving science education, including more interactivity, more hands-on activity in and out of the classroom, and more inquiry-driven science.
  
  
• Parents are interested and more than willing to help out in the effort to improve science education, particularly if they are kept well informed, told specifically what they can do to help, and supported with information and materials. When asked about their possible participation in science education reform efforts, nearly all said they want to be better informed and involved, and if asked, would spend time each week helping their children with science. And there's a payoff for parents who stay positive and involved: their children are more likely to be positive about science themselves and to recognize its importance to their future.

So if we all agree, what's the problem?

Although hands-on science teaching is increasing, there is evidence that teachers think they are doing more of it than students report in their experiences. We need to turn the wish into action in more classrooms, and provide more training to teachers to work this way.

Teachers and principals agree on the need for more hands-on science in the classroom, and more teachers who are thoroughly trained in science, but have not yet been well informed about standards and choices that support these changes.

Business leaders support both inquiry learning and the kinds of skills it engenders. But, as it stands, they don't see the quality output they need in today's new hires and they aren't terribly optimistic about the future if educational practices stay the same.

Improving America's science education requires that all stakeholders agree, not only on the goals and methods to be followed, but also on the priority we give the effort. Here The Bayer Facts of Science Education survey findings suggest that more work is needed to reach agreement on the priority for science education reform, and particularly on gaining business and community support for a stronger emphasis on science in our schools.


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