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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
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.
"Folks are fond of saying we can put a person on the moon, why can't we . . .
teach science in school? Because we haven't truly made this a priority. We have
to whole-heartedly decide that we want it to happen. The good news is that once we
do, the students are telling us they are ready, willing and able."
- Dr. Mae C. Jemison
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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.
HR directors 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.
Scientists believe that science education needs greater emphasis than it is presently given,
and they endorse inquiry-based science learning. But, they are not confident about current
practices in science education and they grade today's science education programs lower than
they do their own.
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, community and governmental support for a stronger commitment to upgrading the quality
of science education in our schools.
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