Making Science Make Sense

Bayer Facts of Science Education Survey

IN-DEPTH RECOMMENDATIONS FOR IMPROVEMENT BY BAYER SURVEY PARTICIPANTS

In 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 elementary school teachers say they want to see an increased emphasis on science education in school. Three-quarters of scientists, 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 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. Most elementary school 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.
  
  
• Nearly all K-12 science teachers say that science education reform will only succeed if all stakeholders - teachers, school administrators, parents, the business and scientific communities - come together and actively support change.
  
  
• K-12 science teachers say scientists are particularly valuable at stimulating student interest in science and helping them better understand science content. Additionally, teachers say they, too, derive benefits from working with scientist-volunteers, including having renewed motivation and enthusiasm for their teaching, marked improvement in their teaching and a better grasp of science content.
  
  
• Agreement on the need for better education and training in science for teachers is best illustrated by the elementary school 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 elementary school 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. Asked directly about barriers to implementing science education reform, a large number of K-12 science teachers identified insufficient planning time, inadequate science materials and resources, and a lack of financial support as key factors.
  
  
• America's science classrooms need more resources. A majority of both elementary school teachers and K-12 science 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 parents 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.

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