Teachers learn science so they can teach it

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.

Students at Sawyer Elementary in Chicago try out a mechanical energy lesson that their teacher learned at the museum's training program.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.

Carnival Of Homeschooling

Building creative curricula is the theme of this week’s Carnival Of Homeschooling, which is hosted by Consent of the Governed.

Eclectic Momma shares her history lessons in Bizarre and Unusual Field Trips: Cemetery.

Field trips really are educational

Visiting an art museum improved children’s knowledge about art, critical thinking skills, historical empathy and tolerance, concludes a University of Arkansas study. It broadened their minds. Benefits were particularly large for students from rural areas and from high-poverty schools.

Photo © The Walters Art Museum, Susan Tobin
War News from Mexico

Artist: Richard Caton Woodville , 1825 – 1855 

When the Crystal Bridges Museum of American Art opened in Arkansas in 2011, many school groups wanted to tour.

Researchers created matched pairs among the applicant groups based on similarity in grade level and other demographic factors, and then randomly assigned school groups to receive a tour that semester or at a later time. Students in selected schools took a tour lasting roughly one hour, during which they viewed and participated in discussions about five different paintings.

Asked to write a short essay on a painting they hadn’t seen before, the field trippers “noticed and described more details.”

 To measure historical empathy, researchers employed a series of statements and asked students to agree or disagree, including, “I have a good understanding of how early Americans thought and felt.”  Tolerance was also measured with statements to which students could express agreement or disagreement, ranging from “People who disagree with my point of view bother me,” to “I think people can have different opinions about the same thing.”

Students who toured on a field trip were more likely than expected to return to the art museum with their family.

More than half of schools throughout the country eliminated planned field trips in 2010–11 according to an American Association of School Administrators survey.

Art and music haven't vanished

The National Report Card on the Arts finds little change in eighth graders’ access to music or visual arts instruction from 1997 to 2008 or in their musical and artistic knowledge. From USA Today:

Gather up a group of eighth-graders, pop in a CD of George Gershwin’s seminal Rhapsody in Blue and turn up the volume.

Then ask: In those first few seconds, what keening, soaring, note-bending instrument do you hear?

When the federal government put this question to thousands of eighth-graders in 1997, only about half knew it was a clarinet. When they tried again last year, the results were the same.

Middle-school administrators polled as part of the tests say students are just as likely to have received regular instruction in music and arts in 2008 as in 1997. That suggests that No Child Left Behind, the federal effort begun in 2002 to increase the basic math and reading skills of children, may not have adversely affected middle schoolers’ instruction time in the arts, as many critics worried.

More students are getting regular music instruction, but fewer say they’ve gone on a field trip to an art museum or art show. On the other hand, 80 percent say they paint or draw regularly in school.