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Making Science Make Sense
Bayer Facts of Science Education Survey
What America Thinks About Science Education Reform:
An Analysis Of The Bayer Facts Of Science Education I-V
Does today's science education meet the needs of our workforce?
Nearly all elementary school principals and HR directors agree that reading, writing, math,
science, and social studies provide important preparation for entry-level jobs. But, most of
the HR directors said today's graduates aren't adequately prepared in reading, writing, math
and science. Although principals agree that students are lagging in science, they are much
more positive about students' reading, writing and math abilities.
Further, the HR directors predict that current school practices will not adequately prepare students in
these areas for future entry-level positions. Instead, many say that the best preparation for future jobs
is an education reform approach that involves hands-on experimentation, inquiry learning, team-based
inquiry and discussion, and using teachers as mentors and team leaders. Principals agree with HR
directors that future new hires will be served best by a curriculum that employs problem-solving
using real world examples, rather than exercises and practices based on school texts. Based on their
own experiences, most scientists say they support science education reform and, if they were to
design an elementary school curriculum, would include many of the components of hands-on, inquiry-based
science education advocated by the reformers.
"The three R's won't cut it for the next generation. Business executives and school
principals agree that science literacy must become a fourth fundamental for today's students
to succeed in the global marketplace of tomorrow."
- The San Francisco Examiner, April 24, 1996
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Where do these groups disagree? Basically, over how effectively schools actually teach important
workplace skills, such as problem-solving, adaptability and critical thinking. Most principals rate
schools as "excellent" or "good" in developing such job-related skills, while few HR directors agree.
OBSERVATION: These findings clearly reflect the gap between the world of school and the worlds of
work and science. Neither the HR directors nor the scientists give schools good marks. This suggests
the need for closer communication among scientists, leaders of business and leaders of education about
goals, standards and assessments of science education, and a need to consider whether current school
assessments of student performance appropriately reflect present and future workplace skills.
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