January/February 2018 – Vol. 31 No. 2

Inquiry Instruction Is Not Cold Fusion

Posted: Sunday, April 1st, 2012

by Rick Pomeroy

In last month’s issue of eCCS I wrote to you about the exciting opportunities that lie ahead for science education and several issues that threaten the implementation of these opportunities. As I said in that article, the political and financial issues and actions of the State often negate or diminish the actual implementation of new, cutting edge curricula and technologies. These actions ultimately hurt our students’ chances of competing on the national and world stage as leaders in science and technology.

In this article, I want to bring to your attention another situation that, if not addressed, might be construed by some as an argument against the power of critical thinking, investigation, and scientific inquiry as tools for improving literacy. In a recent article published in the Imperial Valley Press, it was reported that Michael Klentschy, former Superintendent of Schools in El Centro, CA, and author of Using Science Notebooks in Elementary Classrooms*, plead guilty to falsifying research findings that reported significant increases in students’ achievement scores as a result of integrated instruction in science. At the time he reported these findings, Klentschy was lauded for finally demonstrating the positive link between inquiry based science instruction and student achievement.  He had published achievement data that, he claimed, clearly demonstrated that engaging students in inquiry instruction had a positive impact on science and achievement scores.  In many ways, he became the poster child for the type of science instruction that has been so lacking since the adoption of the current standards. Klentschy was lauded for his work. He presented at professional conferences (including CSTA), was recognized as a keynote speaker and received accolades and awards for his work. Many organizations, including CSTA, the Association of California School Administrators, and the National Science Education Leadership Association looked favorably on Klentschy’s findings, conveying honors and awards such as California Superintendent of the Year, and the Margaret Nicholson Distinguished Service Award. Unfortunately, events of the past few weeks have shown that these accolades were based on a sham. Klentschy’s admission of guilt demonstrated how easily people can be fooled when a respected authority figure reports results that they want to hear. Klentschy’s inflated test results supported many science teachers’ beliefs in the value of inquiry instruction. Now that the truth is known, CSTA must move forward to heal the wound this realization has caused and develop strategies to educate our members on what is known about the connections between high quality science instruction and improving student literacy.

Though Klentschy’s fraudulent reporting of inflated achievement data doesn’t rank on the level of cold fusion or Hwang Woo-suk (the South Korean scientist who falsified his findings in the field of stem cell research), it still causes the science education community great pain and suffering. As advocates for high quality, student centered, science instruction, CSTA must continue to advocate for instructional practices that engage all students in science learning while supporting academic literacy.

So what are we to do?  We can accept that all of Klentschy’s work was a hoax and allow naysayers yet another tool to argue for the current standards, OR we can educate the decision-makers on the power and value of contextually-relevant science teaching.  We can educate ourselves, the parents and students we serve, and decision makers about current, peer-reviewed research on learning. We must not be tricked into thinking that all research is fraudulent and dishonest, keeping in mind that, by his own admission, Klentschy falsified his data and published claims that he could not make. We should honor research findings that support the link between high quality science instruction and gains in literacy and achievement through honest, reliable, and peer-reviewed sources.  The Framework for K-12 Science Education upon which the Next Generation Science Standards (NGSS) are based is a good place to start. The Framework provides strong support for the premise that engaging students in science and engineering practices, core discipline content, and cross cutting concepts will promote scientific literacy that will prepare students for college or careers.

Over the next six to nine months, you will have several opportunities to interact with the NGSS.   In late April or early May, the first public draft of NGSS will be released for public review and comment. To prepare yourselves to participate in this process, I highly recommend that you review the Framework for K-12 Science Education. By reading the Framework, you will see that we have moved beyond Klentschy. The authors of the Framework have based their recommendations on over 80 published articles about the relationship between teaching and learning and described ways to better prepare students for college or careers. We should invest the time to educate ourselves to be prepared to make thoughtful recommendations on the form and substance of the NGSS and advocate for what we believe serves or students best.

In the coming weeks, CSTA will be passing along information about opportunities to participate in organized review sessions along with information on how to participate if you cannot attend a scheduled meeting. By joining with a wide range of science focused institutions, CSTA leadership hopes that California stakeholders will make their feelings and ideas known directly to the writers of NGSS.

* Using Science Notebooks in Elementary Classrooms was published by NSTA Press and as of press time had been removed from their on-line store while they work to verify the underlying data.

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California, Davis and is CSTA’s president.

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Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

One Response

  1. It should be noted that Klentschy did it for the money.
    It’s always about the $$$$!

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LATEST POST

California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.