Comments on: The disconnect in science education http://blog.genyes.org/index.php/2009/02/23/the-disconnect-in-science-education/?utm_source=rss&utm_medium=rss&utm_campaign=the-disconnect-in-science-education Thoughts About Empowering Students with Technology Wed, 08 Feb 2012 13:39:28 +0000 hourly 1 http://wordpress.org/?v=3.3 By: Speak Up Blog » Top Bloggers on Inspiring the Next Generation of Innovators http://blog.genyes.org/index.php/2009/02/23/the-disconnect-in-science-education/comment-page-1/#comment-111381 Speak Up Blog » Top Bloggers on Inspiring the Next Generation of Innovators Fri, 01 May 2009 19:17:36 +0000 http://blog.genyes.com/?p=1112#comment-111381 [...] Martinez on the Generation YES blog The disconnect in science education Posted on February 23, 2009 “In the U.S., STEM (science, technology, engineering, and math) is a [...] [...] Martinez on the Generation YES blog The disconnect in science education Posted on February 23, 2009 “In the U.S., STEM (science, technology, engineering, and math) is a [...]

]]> By: Louise Maine http://blog.genyes.org/index.php/2009/02/23/the-disconnect-in-science-education/comment-page-1/#comment-103488 Louise Maine Sun, 05 Apr 2009 13:07:31 +0000 http://blog.genyes.com/?p=1112#comment-103488 I think that much of the problem us 1) state testing and 2) students trying to have the highest GPA. The few students who are true learners are generally ridiculed for how they question and work through material. It is unfortunate. If people could be learners (instead of working through tasks), then the perception of what school should be would change. Even removing the grade "penalty" by using mastery has not made much of a difference. My son is a struggling academic student (he maybe should be in general classes). His grades are not high in biology but he knows a lot and can think. He sees it and so do some other students. Perhaps this can change over time if we can get more parents and students to demand it and more teachers to embrace it. I think that much of the problem us 1) state testing and 2) students trying to have the highest GPA. The few students who are true learners are generally ridiculed for how they question and work through material. It is unfortunate. If people could be learners (instead of working through tasks), then the perception of what school should be would change. Even removing the grade “penalty” by using mastery has not made much of a difference. My son is a struggling academic student (he maybe should be in general classes). His grades are not high in biology but he knows a lot and can think. He sees it and so do some other students. Perhaps this can change over time if we can get more parents and students to demand it and more teachers to embrace it.

]]> By: Sylvia Martinez http://blog.genyes.org/index.php/2009/02/23/the-disconnect-in-science-education/comment-page-1/#comment-92878 Sylvia Martinez Tue, 24 Feb 2009 16:19:53 +0000 http://blog.genyes.com/?p=1112#comment-92878 Wow, Louise, this is such a VIVID snapshot of the rewards and challenges of the move to a more authentic learning experience. The perception of others is a huge problem - hopefully as they see what the kids can produce, things will slowly change. Wow, Louise, this is such a VIVID snapshot of the rewards and challenges of the move to a more authentic learning experience. The perception of others is a huge problem – hopefully as they see what the kids can produce, things will slowly change.

]]> By: Louise Maine http://blog.genyes.org/index.php/2009/02/23/the-disconnect-in-science-education/comment-page-1/#comment-92763 Louise Maine Tue, 24 Feb 2009 10:03:43 +0000 http://blog.genyes.com/?p=1112#comment-92763 As a Science educator, I am not surprised by the finding. In the past, my academic class has been rigorous by tough labs and lots of work. Recently, I have changed to project based learning and inquiry methods. Some students love this as it is more exciting and not boring. It is tough in the fact that students are not critical thinkers and need practice. We are really seeing them change as learners. I know there is push back by many parents as this is not the same class they have known in the past (very small town.) They cannot see learning unless it means tons of worksheets, etc. They may want to see something different in the classroom, but they are not sure what that looks like. Several of the top students I believe are also threatened by this change. They excel at school as they know it. We are podcasting notes in order to spend more time on meaningful activities in class. The other academic instructor collaborates with me on these activities as well. We were both observed by our Assistant Superintendent. Though he admits that we are well versed in pedagogy, he is concerned about content. That in itself is a problem. There is too much to cover in one year just using lecture and drill activities. We have focused on essential questions that tie big ideas together and use them to focus our instruction and the planning of activities. The idea that we can discuss everything is ridiculous as the doubling of science knowledge occurs every 3 years. Tough to keep up, provide the basics for understanding, and stretch to new topics, etc. We are working harder than we ever have before. The perception of administration as well as parents is a big problem. I would not characterize myself as one of those educators believing we were doing a good job. How do we convince others? As a Science educator, I am not surprised by the finding. In the past, my academic class has been rigorous by tough labs and lots of work. Recently, I have changed to project based learning and inquiry methods. Some students love this as it is more exciting and not boring. It is tough in the fact that students are not critical thinkers and need practice. We are really seeing them change as learners.

I know there is push back by many parents as this is not the same class they have known in the past (very small town.) They cannot see learning unless it means tons of worksheets, etc. They may want to see something different in the classroom, but they are not sure what that looks like. Several of the top students I believe are also threatened by this change. They excel at school as they know it. We are podcasting notes in order to spend more time on meaningful activities in class. The other academic instructor collaborates with me on these activities as well.

We were both observed by our Assistant Superintendent. Though he admits that we are well versed in pedagogy, he is concerned about content. That in itself is a problem. There is too much to cover in one year just using lecture and drill activities. We have focused on essential questions that tie big ideas together and use them to focus our instruction and the planning of activities. The idea that we can discuss everything is ridiculous as the doubling of science knowledge occurs every 3 years. Tough to keep up, provide the basics for understanding, and stretch to new topics, etc. We are working harder than we ever have before. The perception of administration as well as parents is a big problem. I would not characterize myself as one of those educators believing we were doing a good job. How do we convince others?

]]> By: Mark Dunk’s Blog » Report: Inspiring the Next Generation of Innovators http://blog.genyes.org/index.php/2009/02/23/the-disconnect-in-science-education/comment-page-1/#comment-92619 Mark Dunk’s Blog » Report: Inspiring the Next Generation of Innovators Tue, 24 Feb 2009 02:29:49 +0000 http://blog.genyes.com/?p=1112#comment-92619 [...] Generation Yes Blog Entry:  http://blog.genyes.com/index.php/2009/02/23/the-disconnect-in-science-education/ [...] [...] Generation Yes Blog Entry:  http://blog.genyes.com/index.php/2009/02/23/the-disconnect-in-science-education/ [...]

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