Elementary schools need to experiment with more science education

As the world grows even more technologically oriented, American schools are struggling to catch up. Recently, a study surveying California public elementary schools has shed further light on the dire situation.

In an October 2011 study sponsored by San Francisco education think-tank WestEd, researchers determined that 40 percent of public elementary school teachers say they spend an hour or less teaching science per week. It also concluded that only about 10 percent of elementary schools regularly provide quality science learning opportunities, such as science-related field trips and laboratory experiments.

More than half of these schools’ principals have admitted that the students will not get a quality science education by the time they enter middle school.

The reason for this near absence of science education for elementary schools is the ridiculous amount of pressure to teach reading and math for the end-of-the-year standardized testing.

Granted, both reading and math are important core subjects, but there is no reason science should be so neglected. Unfortunately, when budget cuts strike schools, administrators concentrate on improving test scores in futile efforts to maintain school funding.

The first step in correcting this disparity in science education is to change the No Child Left Behind Act (NCLB) passed in 2001. NCLB requires states to develop basic skills assessments to be administered to all students in certain grades in order to qualify for federal funding.

Since the initiation of NCLB, public school teachers have been pressured to have their students score the highest possible on state-wide standardized tests by often teaching narrow test-limited knowledge. Since science is not a subject tested on most state-standardized exams, most elementary schools focus heavily on reading and math while essentially forgoing science.

NCLB should be changed so it does not put as much weight on standardized test scores. As a result, teachers will not be as pressured to cram limited reading and math test material into elementary school education and can supplement students’ learning with quality science education.

In addition, teachers should be mandated to teach a set minimum number of hours of quality science per week. After setting a mandatory amount of time, some funding should be moved from the English and math curricula to science.

Science education for elementary students should not be limited to the classroom. If the state provides schools with the necessary funds, students will receive an engaging science education, not one that is merely confined in the classroom.

With this increased state funding, students will be able to embark on field trips and learn real, practical uses of science and will foster a life-long interest in the sciences.

In addition, this increased funding will allow schools to hire specialized science teachers, instead of relying on untrained teachers to teach a subject they know little about. These specialized science teachers will teach all elementary students science, and are more likely to feel comfortable to do science labs and experiments in front of students. Having even only one of these specialized science teachers will help ease the burden on elementary school teachers who have little training in science.

Alternatively as a last resort, since NCLB is a law that is focused on evaluating schools only based on standardized test scores, science could simply become part of standardized tests. As a result, teachers would push for more science education as well as the other core subjects.

As a nation, Americans need to realize the crucial importance of science education. Science is everywhere. Everything in today’s society involves some form of science, whether it is using the Internet, or using a microwave to heat up food.

As a result, most of the jobs in the 21st century will be in STEM-related areas (science, technology, engineering and mathematics). The STEM fields are expanding rapidly, making it critical for children have a quality science education so they can be competitive in the international job market.

An increase in time spent on science in elementary school would greatly benefit students to establish a better foundation, allowing for an easier time in middle school and high school, and preparing them for better future.