Re: Would Physics First Increase the Number of Physics Majors?

[S Goelzer <s.goelzer@ATTBI.COM>]

In the 70's I went a progressive K-5 school in Houston TX that had a
science specialist. I had no idea until much later that this was not
normal. The model was simple: two one hour sessions per week in
dedicated lab. Mostly hands-on simple experiments such as the ones in
the kitchen science books. No heavy lessons, just exposure to things
that happen in nature. I remember that it was my favorite class of the
week. Better than recess, or gym. We DID stuff in science.

Most K-5 schools I have seen find funds for a physical education
program, an art program, and a music program. My daughters are at a
good school in NH that even has a computer lab and they go once a week
to computer class taught by specialist.

Why is it then that a dedicated science teacher with a lab is
considered such an extravagance at the K-5 level?

Science is still considered elective knowledge by many elementary
school teachers.

Sorry this may offend some, but it seems very sad fact. My personal
experience with trying to improve science curriculum in one elementary
school was met by stunning passive resistance from the teachers.
Finally, one older teacher took me aside an explained that she had
specifically avoided science in school and college and only did the
minimum possible (planets, butterflies, dinosaurs). Another, clearly
offended that I wanted to change the curriculum, wanted to know what
alternatives to science were being offered in the HS for students who
did not care for studying traditional science (astrology and the
paranormal were suggested as more practical topics).

These teachers were quite effective in killing the district's mandate
to improve the science curriculum in the elementary school. I did not
work on the curriculum committee the following year - no else did
either. My experiences in two other districts have left me most
discouraged regarding science being taught by elementary school
teachers. Those teachers do not want kits or training- they want
someone else to handle science for them. The science dog and pony demo
show is always welcome. Workshop on how do and explain? No thanks, no
time, money, etc.

I suspect the only solution IS a dedicated science specialist. We
would, however, have to convince many districts that science education
is at least as important as kickball.

Scott


Somewhat bitter after investing much time and effort for nothing.

*******************************************
Scott Goelzer
Physics Teacher
Coe-Brown Northwood Academy
Northwood NH 03261
sgoelzer@coebrownacademy.com
*******************************************



On Tuesday, April 29, 2003, at 04:45 PM, Frohne, Vickie wrote:

> Oh, right, Joe...the kits I've seen around here are for biology and
> solar
> energy. Yes, physical science kits contain fewer (but not zero)
> "consumables."
>         My point was that if a school has science kits, somebody has
> to take
> the responsibility for inventory, cleaning, repair, and replenishment
> after
> each use. Not every district does this for the teachers. If the teacher
> can't depend on all the pieces being there, or if she has to replenish
> the
> kit from her own pocket, she may be reluctant to use the kit. So the
> problem
> isn't the kits, some of which are excellent. It's that poor
> maintenance of
> the kits might be a barrier to teaching science.
>         In any case, maintaining science kits isn't a problem for the
> scientific community. Creating good kits is!
>
> Vickie Frohne
>
>
>
> -----Original Message-----
> From: Joseph Bellina [mailto:jbellina@SAINTMARYS.EDU]
> Sent: Tuesday, April 29, 2003 1:43 PM
> To: PHYS-L@lists.nau.edu
> Subject: Re: Would Physics First Increase the Number of Physics Majors?
>
>
> I too have been involved with elementary school teachers.  A colleague
> and I created a workshop to encourage these teachers to use the new
> science kits in a creative way, using a guided inquiry model. In
> addition I have begun a Physics by Inquiry for the elementary education
> majors at my college.
>
> I disagree with you assessment of kits.  In particular many of the
> physical science ones need little or no renewal.  Further in some
> school
> districts, the district has set up a distribution system that includes
> what renewal is needed.  The biggest problem is the teachers reluctance
> to use them...there is all that stuff to deal with, and the teachers
> think they have to know everything.  Of course they don't...after all
> science is about learning and not about knowing.
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