perspectives on k-12 science education noyce teacher scholarship program conference washington, dc...
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Perspectives on K-12 Science EducationPerspectives on K-12 Science Education
Noyce Teacher Scholarship Program ConferenceWashington, DC
July 9, 2010
Bruce Alberts, University of California, San Francisco (UCSF)
Editor-in-Chief, Science magazineUS Science Envoy (Indonesia & Pakistan)
My life from 1993-2005My life from 1993-2005
A 12-year education in WashingtonA 12-year education in Washington
My most important take-home lesson My most important take-home lesson from 12 years in Washingtonfrom 12 years in Washington
Science is much more important than Science is much more important than most scientists think!most scientists think!
More specifically:More specifically:
It is critically important that science, and scientists, achieve a much higher degree of influence throughout both their nations and the world.
• This is important for the success of each nation.
• It is also important for building a better world.
In particular, we need much more of the creativity, rationality, openness, and
tolerance that are inherent to science --- what Indian Prime Minister Nehru called
a “scientific temper” -- for both the US and all other nations
Three ambitious goals
Through science education for all Americans:
1. Enable all children to acquire the problem-solving, thinking, and communication skills of scientists – so that they can be productive and competitive in the new world economy.
2. Generate a “scientific temper” for our nation, with scientifically trained people in many professions, ensuring the rationality and the tolerance essential for a democratic society.
3. Help the US generate new scientific knowledge and technology by casting the widest possible net for talent.
To accomplish these goals, we To accomplish these goals, we must redefine what we mean by must redefine what we mean by
the term “science educationthe term “science education”
18,000 reviewers18,000 reviewers
250 pages250 pages
My History
Requested by the 50 state governors, this is what I spent half my time on at the US National Academies, from 1993-1995
An emphasis on An emphasis on active inquiryactive inquiry
What science should look like in school
What 5 year olds can do What 5 year olds can do
1) Put on clean white socks and walk around school yard.
2) In class, collect all black specks stuck to socks and try to classify them: which are seeds and which are dirt?
3) Start by examining each speck with a 3 dollar, plastic “microscope”.
4) End by planting both those specks believed to be dirt and those believed to be seeds, thereby testing their own idea that the regularly shaped ones are seeds.
The VisionThe VisionImagine an education that includes solving hundreds of
such challenges over the course of the 13 years of schooling that lead to high school graduation – challenges that increase in difficulty as the children age. Outstanding curricula of this type already exist, having been developed and refined in the United States for 50 years.
I believe that children who are prepared for life in this way would be great problem solvers in the workplace, with the abilities and the can-do attitude that are needed to be competitive in the global economy.
Even more important, they will also be more Even more important, they will also be more rational human beings – people who are able to rational human beings – people who are able to make wise judgments for their family, their make wise judgments for their family, their community, and their nation.community, and their nation.
The disaster that followed the 1996 StandardsThe disaster that followed the 1996 Standards
• With little expertise and much politics, the states went on to With little expertise and much politics, the states went on to produce their own standards for science education, often paying produce their own standards for science education, often paying little attention to the National Science Education Standardslittle attention to the National Science Education Standards
• Tremendous time is now wasted by curriculum developers Tremendous time is now wasted by curriculum developers attempting to make their textbooks and other materials match attempting to make their textbooks and other materials match the needs of multiple states.the needs of multiple states.
• The diversity of standards prevents any national effort to make The diversity of standards prevents any national effort to make high quality assessments.high quality assessments.
• The nail in the coffin has been No Child Left Behind rules and The nail in the coffin has been No Child Left Behind rules and high stakes testing.high stakes testing.
A scholarly 2007 update of
the National Science
Education Standards,
emphasizing what has been learned from
research in the subsequent
decade
How can the How can the US recover?US recover?
Popular version, interpreting Taking Science to School for States, School Districts
and Teachers
These important reports claim that students who These important reports claim that students who are proficient in science should be expected to:are proficient in science should be expected to:
1. Know, use, and interpret scientific explanations of the natural world.
2. Generate and evaluate scientific evidence and explanations.
3. Understand the nature and development of scientific knowledge.
4. Participate productively in scientific practices and discourse.
Each of the above Each of the above four strands four strands of science education are judged to of science education are judged to be of equal importance!be of equal importance!
Note that strands 2 and 4 can ONLY be taught Note that strands 2 and 4 can ONLY be taught through active inquirythrough active inquiry
1. Know, use, and interpret scientific explanations of the 1. Know, use, and interpret scientific explanations of the natural world.natural world.
2. Generate and evaluate scientific evidence and 2. Generate and evaluate scientific evidence and explanationsexplanations..
3. Understand the nature and development of scientific 3. Understand the nature and development of scientific knowledge.knowledge.
4. Participate productively in scientific practices and 4. Participate productively in scientific practices and discourse. discourse.
Some advantages of meeting this challengeSome advantages of meeting this challenge
1. Retaining the curiosity and energy for learning that young 1. Retaining the curiosity and energy for learning that young children bring to kindergarten, throughout all their years of children bring to kindergarten, throughout all their years of schooling.schooling.
2. Giving many more children a chance to excel at 2. Giving many more children a chance to excel at something something in the classroom (critical for their motivation).in the classroom (critical for their motivation).
3. Creating a nation of “can-do” problem solvers.3. Creating a nation of “can-do” problem solvers.
4. Insulating the next generation from scams, TV rant, and talk 4. Insulating the next generation from scams, TV rant, and talk radio!radio!
Some good newsSome good news
• This definition of science education This definition of science education precisely fits the needs for workforce skills precisely fits the needs for workforce skills that have been widely expressed by US that have been widely expressed by US business and industrybusiness and industry
The skills needed to be successful The skills needed to be successful competitors in the modern world economycompetitors in the modern world economy
• A high capacity for abstract, conceptual thinking.A high capacity for abstract, conceptual thinking.
• The ability to apply that capacity for abstract thought The ability to apply that capacity for abstract thought to complex real-world problems—including problems to complex real-world problems—including problems that involve the use of scientific and technical that involve the use of scientific and technical knowledge—that are nonstandard, full of ambiguities, knowledge—that are nonstandard, full of ambiguities, and have more than one right answer.and have more than one right answer.
• The capacity to function effectively in an environment The capacity to function effectively in an environment in which communication skills are vital – in work in which communication skills are vital – in work groupsgroups..
Ray Marshall and Marc Tucker, Ray Marshall and Marc Tucker, Thinking for a Thinking for a
Living, 2002Living, 2002
The bad newsThe bad news
• Most science education is not like the Most science education is not like the science education that we have been science education that we have been talking about!talking about!
Science education as “Science education as “mentioningmentioning”
From a 7th grade life sciences textbook:
“Running through the cell is a network of flat channels called the endoplasmic reticulumendoplasmic reticulum. This organelle manufacturers, stores and transports materials.”
Supported by trivial testsSupported by trivial tests
From the Chapter Self-Test:
“Write a sentence that uses the term endoplasmic reticulum endoplasmic reticulum correctly”.
We are losing many potential We are losing many potential scientists because:scientists because:
Real science is exciting, and completely different from the tests and textbooks!
An important challenge of the An important challenge of the ““No Child Left Behind” Act No Child Left Behind” Act
• It is much easier to test for science words than for It is much easier to test for science words than for science understanding and abilitiesscience understanding and abilities
• Bad tests are forcing a trivialization of science Bad tests are forcing a trivialization of science education and drive most students, including many education and drive most students, including many potential scientists, away from sciencepotential scientists, away from science
The critical criterion for a good test: One that The critical criterion for a good test: One that motivates good teaching and learning!motivates good teaching and learning!
The forward-looking framework for The forward-looking framework for the PISA science exam (OECD)the PISA science exam (OECD)
PISA’s assessment of students’ scientific knowledge and skills is PISA’s assessment of students’ scientific knowledge and skills is rooted in the concept of rooted in the concept of scientific literacyscientific literacy, defined as the , defined as the extent to which an individual: extent to which an individual:
Possesses scientific knowledge and uses that knowledge to identify Possesses scientific knowledge and uses that knowledge to identify questions, acquire new knowledge, explain scientific phenomena and questions, acquire new knowledge, explain scientific phenomena and draw evidence-based conclusions about science-related issues. draw evidence-based conclusions about science-related issues.
Understands the characteristic features of science as a form of human Understands the characteristic features of science as a form of human
knowledge and enquiry.knowledge and enquiry.
Shows awareness of how science and technology shape our material, Shows awareness of how science and technology shape our material, intellectual and cultural environments.intellectual and cultural environments.
Engages in science-related issues and with the ideas of science, as a Engages in science-related issues and with the ideas of science, as a reflective citizen. reflective citizen.
The frightening truthThe frightening truth
““In the 2006 Program for International Student Assessment In the 2006 Program for International Student Assessment that measured the applied learning and problem-solving skills that measured the applied learning and problem-solving skills of 15-year-olds in 30 industrialized countries, the U.S. ranked of 15-year-olds in 30 industrialized countries, the U.S. ranked 25th out of the 30 in math and 24th in science. 25th out of the 30 in math and 24th in science.
That put our average youth on par with those from Portugal That put our average youth on par with those from Portugal and the Slovak Republic, rather than with students in and the Slovak Republic, rather than with students in countries that are more relevant competitors for service-sector countries that are more relevant competitors for service-sector and high-value jobs, like Canada, the Netherlands, Korea, and and high-value jobs, like Canada, the Netherlands, Korea, and Australia.”Australia.”
Tom Friedman, NY TimesTom Friedman, NY Times
Finally, new Finally, new widespread widespread recognition recognition that the that the current, current, chaotic chaotic system system does not does not work!work!
• Major investments promised in high quality Major investments promised in high quality math and science assessments.math and science assessments.
• Major new AP course redesigns in Biology, Major new AP course redesigns in Biology, Chemistry, and Physics released year in Chemistry, and Physics released year in response to 2002 report from the National response to 2002 report from the National Academies. Emphasis on inquiry.Academies. Emphasis on inquiry.
•The idealism of many young Americans, The idealism of many young Americans, including many scientists.including many scientists.
Other opportunities for change:Other opportunities for change:
We need to make a science out We need to make a science out of science education!of science education!
Education is as important as health, but Education is as important as health, but we treat the two completely differentlywe treat the two completely differently
For example, without demanding evidence for effectiveness, or For example, without demanding evidence for effectiveness, or commissioning an objective study of the consequences, the commissioning an objective study of the consequences, the California State School Board recently voted to mandate that California State School Board recently voted to mandate that every eighth grader in the state take Algebra 1. every eighth grader in the state take Algebra 1.
There have been many past decisions of this kind, including There have been many past decisions of this kind, including suppressing the use of phonics for teaching reading in 1987, suppressing the use of phonics for teaching reading in 1987, lasting nearly a decade before the mistake was recognized. lasting nearly a decade before the mistake was recognized.
The equivalent of “medical malpractice” is flagrant in education, with tragic consequences for both teachers and students. Why is it tolerated across the United States?
Instead of flying blind, we need to use Instead of flying blind, we need to use knowledge of what increases student knowledge of what increases student
learning -- based on scientifically obtained learning -- based on scientifically obtained evidence -- to create a continuously evidence -- to create a continuously
improving education system at all levels.improving education system at all levels.
This will require a much more focused and This will require a much more focused and effective system of education research!effective system of education research!
• Much of the new research must be focused on Much of the new research must be focused on the classroom, incorporating our best teachers the classroom, incorporating our best teachers and building on what they already know.and building on what they already know.
• Otherwise our nation’s schools will continue to Otherwise our nation’s schools will continue to be driven by one simple “magic bullet” solution be driven by one simple “magic bullet” solution after another, as each new leader seeks a quick after another, as each new leader seeks a quick fix.fix.
The Academies The Academies first attempt to first attempt to harvest what harvest what we know.we know.
Published 2000Published 2000
The National The National Academies’ recipe for Academies’ recipe for
effective education effective education researchresearch::
SERPSERP
published 2003published 2003
The major question posed to the SERP committee:
Why has research supported Why has research supported innovation and continuous innovation and continuous improvement in medicine, improvement in medicine, agriculture, and transportation, but agriculture, and transportation, but not in education --and what can we not in education --and what can we do about it?do about it?
The SERP answerThe SERP answerEducation is missing the equivalent of the teaching hospital in medicine, that is:
Field Sites: places where researchers, teachers and designers work in practice settings to:
• Observe, explain, document, replicate and evaluate practice as a source of new knowledge.
• Define problems and test solutions in context.
• Train new researchers and practitioners for “use-inspired” research and development.
Design team meeting San FranciscoDesign team meeting San Francisco
www.serpinstitute.orgwww.serpinstitute.org
There is also the critical issue of There is also the critical issue of teacher empowermentteacher empowerment
• Some 30 years ago, US industry learned from the Japanese that building a better automobile requires listening to workers on the assembly line – ground truth is essential for wise decision making!
• Education is one of the few parts of our society that has failed to exploit this fact..
What keeps me up at night What keeps me up at night
• Our best science teachers need to have much more influence on the education system; current trends will drive these talented people into more lucrative and respected careers.
• This influence is needed at every level: from school districts, to States, to the Federal Government.
• How can we institutionalize such an influence, as needed to create a continuously improving education system?
A national Teacher Advisory Council A national Teacher Advisory Council Every State also needs one!Every State also needs one!
Teacher Advisory Council Teacher Advisory Council Recommendation for State Associate Recommendation for State Associate
CouncilsCouncils
• State Councils are needed to provide a new voice for teachers at the state level, where most education policies are made.
• State Council members will receive support from the National Teacher Advisory Council via electronic networking and opportunities for input and participation in studies.
A California Teacher Advisory Council A California Teacher Advisory Council (CTAC) has been established(CTAC) has been established
• Sponsored by the California Council on Science and Technology (CCST), a state version of the National Academies
• Making connections to legislators and education leaders in Sacramento
• Connections to the CEOs of major technical companies in California through the CCST
To remove a major barrier to To remove a major barrier to progress, science education at progress, science education at the college level must changethe college level must change
Facultiesof Arts &SciencesTeachers
Unions
Colleges ofEducation
Parents
State andNational Exams
State Boards,School Districts
SchoolAdministrators
TextbookPublishers
Politicians
Students
Summer workshop for teams of Biology 1 teachers at University of Wisconsin (Jo Handelsman and Bill Wood, co-organizers))
A message for professorsA message for professors
In my opinion, the primary aim of any undergraduate In my opinion, the primary aim of any undergraduate introductory science course—whether in biology, introductory science course—whether in biology, chemistry, physics, or earth sciences—should be to chemistry, physics, or earth sciences—should be to enable students to appreciate and participate in enable students to appreciate and participate in science as a special way of knowing about the science as a special way of knowing about the world. world.
Our goal as teachers and educators should be to Our goal as teachers and educators should be to expose our students to the discovery process and to expose our students to the discovery process and to excite them about challenges at the frontiers of excite them about challenges at the frontiers of knowledge. We should try to make students understand knowledge. We should try to make students understand why it is crucial that any scientific result be confirmed why it is crucial that any scientific result be confirmed by other scientists, and why a scientist can never be by other scientists, and why a scientist can never be sure that he or she has the final answer about anything.sure that he or she has the final answer about anything.
How can How can Science Science magazine help to promote magazine help to promote the needed revolution in science education?the needed revolution in science education?
It is great to have control of the editorial page!It is great to have control of the editorial page!
2009 & 2010 2009 & 2010 special special
issues on issues on education education
HowHow ScienceScience magazine magazine can helpcan help
24 monthly 24 monthly winners of winners of contest for contest for best free best free science science
education education websiteswebsites
How How Science Science magazine magazine can helpcan help
““The society of scientists is simple because it has a The society of scientists is simple because it has a directing purpose: to explore the truth. Nevertheless, directing purpose: to explore the truth. Nevertheless, it has to solve the problem of every society, which is it has to solve the problem of every society, which is to find a compromise between the individual and the to find a compromise between the individual and the group. It must encourage the single scientist to be group. It must encourage the single scientist to be independent, and the body of scientists to be tolerant. independent, and the body of scientists to be tolerant. From these basic conditions, which form the prime From these basic conditions, which form the prime values, there follows step by step a range of values: values, there follows step by step a range of values: dissent, freedom of thought and speech, justice, dissent, freedom of thought and speech, justice, honor, human dignity and self respect. honor, human dignity and self respect.
Science has humanized our values. Men have Science has humanized our values. Men have asked for freedom, justice and respect precisely as asked for freedom, justice and respect precisely as the scientific spirit has spread among them.”the scientific spirit has spread among them.” Jacob Bronowski, Science and Human Values, 1956Jacob Bronowski, Science and Human Values, 1956
Important to rememberImportant to remember
My final message My final message
• You are each involved in critical work for our nation’s future, work that is much more important than some of you may recognize.
• Be ambitious, we urgently need major institutional changes at both the college and school system levels!