District Administration - December 2008 - (Page 76)

EssEntials on Education data and rEsEarch analysis ResearchCenter Why Hands-On Science Isn’t Enough By Carla Thomas McClure The subjecT of science LenDs itself naturally to lab experiments, field experiences and other “hands-on” activities. if well implemented, such activities can engage students and significantly increase learning. but if science education is to prepare students for life and for possible careers in science, providing hands-on activities is not enough. According to the American educational Research Association’s (AeRA) review of the research literature, “improving science achievement will require coordinated changes in science standards, curricula, laboratories, assessments, professional development, and uses of modern technologies” (Rangel, 2007, p. 1). The following recommendations are based on the AeRA review and other recent studies. Focus on key concepts. u.s. science textbooks cover a broad range of topics and standards. compared to their counterparts in countries that score higher on international tests, u.s. students cover more topics but have fewer opportunities to develop deep understandings of concepts. Taking a narrower and more integrated approach will require that teachers design lessons to help students “make connections among ideas, experiences, patterns, and explanations” (Rangel, 2007, p. 3). Carefully guide scientific investigations. students need opportunities to learn scientific methods and to use these methods in real or simulated settings. Teachers can support students’ interest in science and promote long-term understanding by selecting science activities that are relevant to students’ lives. further, teachers need to guide students as they collect data and “connect findings to their existing ideas” (Rangel, 2007, p. 2). Use visualizations. Technology can be a powerful tool in helping students visualize scientific phenomena such as plate tectonics. Research shows that visualizations are more powerful than text or drawings alone when it comes to helping students connect ideas and gain insights (Rangel, 2007, p. 4). Ask higher-level questions. science teachers can help students learn and remember new material by asking them to explain their thinking as they integrate new ideas and concepts with prior knowledge. higher-level questions require students to make distinctions, integrate new knowledge, organize ideas, and articulate understandings (Rangel, 2007, p. 2). Help all students succeed. empirical research suggests that children’s beliefs about their abilities are central to determining their interest and performance in different subjects” (halpern, Aronson, Reimer, simpkins, star, & Wentzel, 2007, p. 6). however, a recent study conducted by a Purdue university research team suggests that as early as kindergarten, teachers may unintentionally dampen the enthusiasm of students who like science but show low levels of competence. Among 110 kindergarten students in six classrooms in two schools in a MidwestDistrict Administration small rural districts can improve science education by building the capacity of local educators and expanding their networks. Large school districts often have a science coordinator in the central office to coordinate the science curriculum districtwide and help science teachers get the professional development and materials they need. In small rural districts, however, four or five central office staff are expected to wear many hats, and “science coordinator” may be one of 50. How can such small and/or rural districts substantially improve their science programs? In southern West Virginia and southwestern Virginia, 18 districts created a pathway to success by forming a regional collaborative and securing funds from the National Science Foundation to create the Coalfield Rural Systemic Initiative. The collaborative included several regional institutions of higher education, the departments of education from both states, and a nonprofit organization. Through the initiative, four regional math and science specialists provided training and direct assistance to 36 teacherleaders. In turn, these teacher-leaders modeled inquiry-based instruction, assisted in data analysis, helped with school and district planning, led staff development, and helped to recruit math and science teachers from their classrooms. Several of these individuals have since moved into leadership positions within their districts, where they continue to support and advocate for strong math and science programs. “My superintendent’s support was crucial to my participation in the Coalfield Rural Systemic Initiative,” says Edward Evans, a McDowell County (W.Va.) teacher who served as a regional science specialist. Evans won the title “America’s Top Science Teacher” in the 2008 Discovery Education 3M competition. Between 1994 and 2008, the National Science Foundation invested more than $100 million in the improvement of math and science education in rural America. Insights gleaned from exemplary programs are available in a report, A Legacy of Leadership and Lessons Learned: Results from the Rural Systemic Initiatives for Improving Mathematics and Science Education, available at www.edvantia.org/products/pdf/RSI_ Report_0706.pdf. —Keith Smith District implementation 76 December 2008 http://www.edvantia.org/products/pdf/RSI_Report_0706.pdf http://www.edvantia.org/products/pdf/RSI_Report_0706.pdf

Table of Contents for the Digital Edition of District Administration - December 2008

District Administration - December 2008
Contents
Editor’s Letter
News Update
College Preparatory
Security
Technology
District Profile
Administrator Profile
DA Web Seminars
Desperately Seeking Special Ed Teachers
Special Education’s Challenges
Building the Best Auditorium
Leading the Way
Righting the Writing Process
Sharpening a District’s Leadership Model
TCEA
How Well Does This Web Site Work?
New Products
Problem Solution
Professional Opinion
Research Center
Calendar of Events
Online Edge

District Administration - December 2008