A number of journals and reports support the engagement of scientists with educators with the common objective of improving precollege science education.

Recent Publications:

• The Role of Scientists in the Professional Development of Science Teachers
• How Can Universities Improve Schoolteachers in Math and Science?
• Scientists and Science Education Reform: Myths, Methods, and Madness
• Keys to Teaching the Nature of Science
• Quizzing Students on the Myths of Science. The Science Teacher
• Scientists Assess Value of Publicizing Their Work: Perceived conflict that scientists cannot be both a good communicator to the public and a good researcher

1. The Role of Scientists in the Professional Development of Science Teachers
1966 bb. Committee on Biology Teacher Inservice Programs, National Research Council, National Academies Press, 256 pages, $40.46

Description: Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching.

The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included.

Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents.

Ordering Information on Web site http://www.nap.edu/catalog/2310.html

2. How Can Universities Improve Schoolteachers in Math and Science?

Website: http://chronicle.com/colloquy/2005/05/science/

Thursday, May 26, 2005 at 2 p.m., U.S. Eastern time

Description: An article in this week's issue of the Chronicle of Higher Education titled "Juggling the Numbers" explores the Administration's plan to cut National Science Foundation Math and Science Partnership programs and to divert the funds to a parallel program run by the U.S. Department of Education. It also looks into the debate of how much and what kind of a role university researchers should play in improving math and science education. This is a transcript of the live online discussion with Dr. Gordon Kingsley, Georgia Institute of Technology. The discussion centers on these issues: "What role should university researchers play in improving elementary and secondary education? Should the emphasis be on improving teachers' knowledge of their subject or on their teaching methods? Or, as some critics suggest, are universities not necessarily the best partners in school reform? Can college professors, in turn, learn a lot about math and science instruction from schoolteachers-and are they willing to listen?

3. Scientists and Science Education Reform: Myths, Methods, and Madness

2005 National Academy of Sciences

James M. Bower, Co-Director: Caltech Precollege Science Initiative
Associate Professor of Biology, California Institute of Technology
Pasadena, California
Website: http://www.nas.edu/rise/backg2a.htm

Description: Over the last several years, the deplorable state of public science education and the perceived consequences for our nation's economic and intellectual vitality has attracted not only the attention of educators and politicians, but also an increasing number of professional scientists and engineers. As a consequence a remarkable number of science professionals are becoming or are already involved in attempts to improve public science education. While, in principle, this increased involvement of the scientific community is encouraging, it is also the case that scientific training often includes little or no focus on science education itself. Instead, it is simply assumed that a PhD in experimental science is adequate preparation for ones eventual educational responsibilities. This article describes some myths of science education reform and the role of scientists.

CAPSI Project: http://www.capsi.caltech.edu/

Precollege science education needs improvement. Few students become scientifically literate enough to understand scientific inquiry. Most citizens have weak backgrounds in science and are not equipped to deal with important aspects of the modern world. Quality science education is urgently needed for all students, not just the few motivated to become scientists or engineers at any cost. We must have scientifically literate workers and citizens if the nation is to prosper, and we must produce more science and engineering professionals among women and minorities, who are now under-represented. A national effort to improve K-12 science education requires institutional change in over ten-thousand independently governed school districts; nevertheless, with a unified effort by federal and state education departments, science and education university faculties, school administrators, teachers, and science professionals we believe it can be met. Simultaneous changes are required in many areas, including teacher education, school organization, curriculum and standards development, and testing. Each depends on the others, and progress can be made only by linking efforts.

We believe all citizens should participate in this reform, if only as informed voters and taxpayers, but the education community, along with professional scientists and engineers, must work together to provide leadership to change the classroom.

The Caltech Precollege Science Initiative is such a collaborative effort, linking scientist and engineering professionals with educators, teachers, and school administrators. We began with an emphasis on the needs of the youngest children, in grades K-6, because they begin school as natural scientists. If this beginning is nurtured and built upon, then these children will become scientifically literate citizens, and some will also become needed science and engineering professionals. On the other hand, if science instruction remains minimal or consists of enforced rote learning, then it is all over by the sixth grade.

Both of the following articles are available on the NSTA web site, only if you are a member and have an ID number. Each article demonstrates the value of teachers interacting with scientists so they can relate this experience to their students.

4. William F. McComas, 2004. Keys to Teaching the Nature of Science
The Science Teacher, November Vol. 71(9): 24-27

National Science Education Standards specifically include standards focusing on science as a human endeavor and the nature and history of science across all grade levels. Using nine core ideas, the author outlines how these relate the role of science and scientists.

5. Chiappetta, Eugene L. and Thomas R. Koballa. 2004. Quizzing Students on the Myths of Science. The Science Teacher. November Vol. 71(9)58-61.

This articles provide a short 12 item quiz to assess students’ notions about authentic science. These provide an excellent start for conversations between scientists and educators.

6. Scientists Assess Value of Publicizing Their Work: Perceived conflict that scientists cannot be both a good communicator to the public and a good researcher.

National Public Radio: All things Considered January 17, 2005
http://www.npr.org/templates/story/story.php?storyId=4456356

Many scientists are beginning to see the importance of explaining their work to the public, a view driven partly by the competition for government grants. But some are averse to speaking in terms the public can understand. This is a discussion led by Joe Palca, NPR.

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