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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
How can we make sure our children get the best possible education in science?
The Bayer Facts surveys found remarkable agreement among students, parents, elementary
school teachers and K-12 science teachers, principals, HR directors and scientists about the value
and effectiveness of hands-on, inquiry-based science education compared with text and lecture modes
of instruction. All agree with national science and education experts: hands-on, inquiry-based science
learning and teaching is best.
K-12 science teachers resoundingly support science education reform exemplified asby the National
Science Education Standards, but warn that reform efforts will fail unless there is active support
from school administrators, school board members, parents, business and industry leaders, and the
scientific community.
One example of that support, say K-12 science teachers, are scientists who volunteer to assist
teachers and students in the classroom. After working with a scientist, K-12 science teachers say
they see in their students an increased interest in science and better comprehension of science content.
The experience also provides students with positive role models of scientists and solid information about
science careers. Teachers, too, report benefits. They say that interacting with scientists helps them
better understand science content, improves their teaching of science and bolsters their motivation and
enthusiasm for science.
The good news is that scientists say they are interested in and willing to volunteer in the classroom,
if asked.
Students strongly endorse inquiry-based learning and want more hands-on experiences both in school
and at home. Many elementary school teachers feel that the level of hands-on science instruction
should be increased. And most of the principals and the human resources directors concur that this
kind of teaching and learning is more effective in meeting future workplace needs than traditional
lecture and text instruction.
How well have we done in implementing this approach in our nation's classrooms? Clearly, not well enough.
Few of the elementary school principals say that hands-on, inquiry-based methods are the primary basis for
their school's science teaching. Instead, two-thirds say they combine hands-on with traditional text and
lecture methods.
A majority of the elementary school teachers say that hands-on methods are the dominant methods
they use. Yet, there is a discrepancy between what they say and what they actually do. Based on
their reported hands-on activities in the month prior to the survey, it appears that only about
one-quarter of their activities are likely to employ hands-on, inquiry methods.
Interestingly, while elementary school teachers strongly support the use of hands-on over
traditional approaches, in 1995 fully half of them were either totally unfamiliar with or only
a little aware of existing national recommendations, benchmarks or proposed standards for
elementary science education reform.
Three-quarters of K-12 science teachers report facing obstacles in implementing Standards-based reform,
including a lack of time for planning, science materials and resources, and financial support.
"By trying to promote inquiry- or discovery-based learning - the 'hands-on' approach - . . .
we are helping lead science and math and technology education for all students in a challenging
and discovery-based direction."
- Julia A. Moore, Director, Office of Legislative and Public Affairs, National Science Foundation
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For their part, parents saw less use of the hands-on, inquiry-
based approach, with fewer than half calling it the main
teaching method. Their children provide another perspective about what's going on in school. Roughly half of both
elementary and middle/high school students report spending
most of their time passively listening to the teacher or reading from a textbook. Further, few elementary students say they
frequently get to do experiments themselves. Things seem to get a bit better in middle/ high school
where more than one-third say they do experiments frequently.
OBSERVATION: Clearly, children are hungry to learn using hands-on methods. The powerful motivation for
learning it provides needs to be recognized, along with its appropriateness for science.
There are, again, significant differences of opinion between the HR directors and school principals over how
well schools are doing using a hands-on, inquiry-based approach. For example, while
more than two-thirds of the principals rate schools as "excellent" or "good" at teaching students to work
cooperatively, encouraging critical thinking, teaching with inquiry methods and having teachers act as
mentors or team leaders, only one-third of the HR directors concur with this opinion.
OBSERVATION: Throughout The Bayer Facts surveys, strong differences of opinion repeatedly emerge among
elementary school principals, HR directors and scientists. Although student and school performance look
good in the classroom, they lose their luster in the workplace. While each group agrees on the hands-on,
inquiry-based science approach and values the skills it engenders in students, they disagree over
our schools' present ability to develop and deliver students equipped with these skills.
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