Many elementary and middle-school teachers who teach science didn’t study science much — or at all — in college, reports NPR. Chicago’s Museum of Science and Industry offers monthly science labs for teachers who want ideas, lessons and materials they can use in the classroom.
Teacher Jonathan Fisher, a philosophy major who avoided life science in college but now teaches it to fourth-graders, taught genetics to his class with an activity he learned here.
“The students used Styrofoam blocks and different body parts — so limbs and dowel rods and different-sized eyes — [and flipped] coins to figure out which genes would be passed on to their kids,” he explains. “The classroom couldn’t have been more excited.”
. . . Today, the teachers here at the museum will be given diagrams of cells, petri dishes, bottles of Glo Germ (a lotion that exposes bacteria on hands), and even instructions for a simple incubator that enables students to grow bacteria from their own dirty hands.
There’s little high-quality science teaching in the middle grades, says Andrea Ingram, who oversees education at the Museum of Science and Industry. “We either capture kids’ enthusiasm there, get them committed to science, or we don’t.”
At Sawyer Elementary on Chicago’s Southwest Side, Graciela Olmos is trying out a mechanical engineering lesson that she first saw at the museum.
Her eighth-graders roll marbles down incline planes and measure how far the marbles push a little Styrofoam cup.
At the museum, “They model for us, ‘This is how it’s going to look.’ And that’s something that we lack,” says Olmos.
The school also lacks “science labs with gas lines and sinks.”
Olmos can’t focus strictly on science. “If my specialty is science, well, let it be science,” she says. “Don’t give me so many other things to do aside of that.”
Elementary schools should have science specialists who know their subject, says Joanne Olson, a professor of science education at Iowa State and president of the Association for Science Teacher Education.