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
Do our children get the resources they need for a high quality
science education at school and at home?
The amount and kind of resources we apply to the task of science education is an important
aspect of how well we teach it. Thus, a number of resource-related questions in The Bayer Facts surveys
probed issues including time spent in science instruction, teacher training, equipment and resources, and science
in the home.
Nearly all the scientists believe elementary schools should focus their resources to ensure all
students receive an education that allows them to develop their potential in science whether or not
they are likely to pursue science careers.
How much time is really spent on science in school? About half of the elementary school students
and one-third of the elementary school teachers say they do science daily. Still, a significant
number in both groups report only engaging in science activities once a week or less.
As mentioned earlier, many elementary school teachers feel less qualified to teach science than they
do other subjects. Their past and present teacher training in science reinforces this. Nearly half
say their teacher training course work was only minimally helpful for science teaching. Few have had
a college credit course in science or science teaching within the prior year and less than half report
having more than a single day of in-service science training in the same period.
Principals would like to improve science teaching and learning. Granted additional funds, nearly half
say they would spend them on strengthening their school's science teaching staff and a majority claim that,
given the choice, they would allot more resources to science than math, English or other programs.
Parents and teachers are divided about the availability and quality of school science teaching equipment
and materials. Half of each group feel that science equipment and supplies are "good" to "excellent,"
while half believe they are "poor" to "fair." The quality of science books/texts and
computer/multimedia equipment is viewed as somewhat better.
"Reforming science education is a huge undertaking, bigger than any one person, school district,
organization or business. Reform must start by training teachers in new teaching methods,
ones that cultivate discovery and learning. No longer are teachers lecturers. Instead they
become facilitators of learning, working side-by-side with students, often discovering right
along with them."
- Helge H. Wehmeier, President and CEO, Bayer
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OBSERVATION: This assessment by
parents and elementary school teachers
probably reflects real differences among
various schools across the country,
which run the gamut from resource-rich
to resource-poor.
When it comes to science homework, only
one-third of elementary school teachers
say they send work home once a week
or more. And yet, half the parents would
like to see science homework assigned at
least once a week. Almost all parents think it is "very important" to keep their children interested
and enthusiastic about science, and say they would spend some time with their children on science each
week if the school asked and provided suggestions.
Scientists reaffirm the importance of this "at home" support. They report that their parents played an
important role in stimulating and sustaining their interest in science during both their elementary and
high school years. And for female scientists who say they received less encouragement in science class,
parents were key in keeping their science interest alive by helping them with science homework, teaching
them about science informally at home and emphasizing the importance of the subject.
On the other hand, few elementary school teachers are confident that their students are getting a
good science education at home.
In addition to getting more help from parents than elementary school teachers may think, students access
other at-home resources, as well. Two-thirds of the students report having a computer at home, and nearly
all of these say they use it. More than one-third say frequently - from a few times a week to every day.
And, they're using computers for much more than just playing games. Many children report using them for
schoolwork and to learn on their own.
OBSERVATION: Students' access to computers and to the Internet is rising rapidly, at home as
well as in school, across widely varying socioeconomic groups. The characterization in the media
of computer "haves" and "have-nots" is inadequate. And, computers and the Internet are magnets for
all students, not just the science and math interested. Most elementary and more than half the
middle/high school students have "a lot of interest" in exploring the Internet.
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