May/June 2017 – Vol. 29 No. 7

New Research Finds Potential for Science Learning in Middle School Goes Untapped

Posted: Sunday, April 1st, 2012

California’s middle schools have the potential to provide students with high quality science education, but significant challenges limit opportunities for science learning, leaving that potential unfulfilled, according to new research released on March 22, 2012  in Sacramento.

The research shows that middle schools offer dedicated time for science, access to facilities and a teaching force that is fairly well prepared for teaching the subject. But students often lack access to science instruction in earlier grades and arrive at middle school underprepared and uninterested. Systemic support for science has eroded and overcrowded classrooms, insufficient time for instruction and inadequate materials limit access to high quality learning opportunities.

And while many teachers are well prepared for teaching science, nearly one-quarter of middle school teachers do not have a background or credential in science. Teachers also need opportunities to continually deepen their knowledge and improve their teaching skills, while keeping up with ever changing developments in the field.

“California’s middle schools offer critical strengths for teaching science,” says Holly Jacobson, Director of the Center for the Future of Teaching and Learning at WestEd.  “But too often their efforts are undermined by difficult challenges that are limiting opportunities for science learning for students.”

These findings and others are explored in Untapped Potential: The Status of Middle School Science Education in CaliforniaThis new report examines the results of a statewide study of science education conducted in 2010 and 2011 among teachers, principals and school district leaders in California, as well as analysis of secondary data in selected school districts. The study was commissioned by the Center for the Future of Teaching and Learning at WestEd and conducted by the Lawrence Hall of Science at the University of California, Berkeley, and SRI International as part of their Strengthening Science Education in California Initiative. The report follows earlier research on science education in California’s elementary schools published in October 2011.

“Our research finds that students in California’s middle schools are unprepared for and uninterested in science learning,” says Ardice Hartry, a researcher at the Lawrence Hall of Science at the University of California, Berkeley. “And unfortunately, middle school students are unlikely to have access to high quality learning opportunities that engage them in the exploration and practice of science.” The analysis suggests that just 14 percent of middle school teachers provide a pattern of classroom practices that support regular engagement of students in the practices of science.

The research shows that nearly 40 percent of teachers view students’ lack of interest as a major or moderate challenge to science instruction, and nearly half (47%) of principals report students’ lack of preparation as a major or moderate challenge. The problem of inadequate preparation appears worse in schools serving low-income students. Thirty percent of principals in schools in the lowest income quartile said lack of student preparation was a major problem, while just 6 percent of principals in the highest income quartile reported preparation as a major problem.

The report also details challenges to teaching science at the middle school level.  In addition to the inadequate preparation of students in elementary schools, class size, funding and lack of access to needed materials are cited as barriers to science instruction. And while many middle school teachers have had access to professional development for teaching science, more than half of teachers say more is needed.

“If science learning is going to be a priority, it is imperative that California act to strengthen science education in elementary schools so that students will be prepared for and interested in the pursuit of science in middle school and beyond,” concludes Jacobson. “We should also build upon the existing strengths of our middle schools and address the challenges they face in ways that promote high quality learning opportunities in science.”

To further efforts to strengthen science education in California the report’s authors offer specific recommendations. Highlights of these include:

  • Prepare for the Next Generation Science Standards now under development.
  • Focus on elementary science.
  • Ensure that teachers have the professional development and other support needed to provide students with a comprehensive, experiential science program.
  • Examine the state requirements for middle school science teachers to ensure that the path leading to the credential adequately prepares the credential holder to teach to the rigors of middle school science.
  • Provide opportunities for vertical professional learning communities.
  • Examine the master schedule of middle schools to ensure that sufficient time is devoted to science classes and is scheduled to accommodate lab work and experiential learning.

Untapped Potential: The Status of Middle School Science Education in California is published as part of the work of Strengthening Science Education in California, a research, policy and communications initiative funded by the S.D. Bechtel, Jr. Foundation to improve the quality of science education. The report and summary materials can be found on the web at www.cftl.org/science. The research can also be found on the Lawrence Hall of Science website at www.lawrencehallofscience.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.

Leave a Reply

LATEST POST

Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

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.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). 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.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. 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.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the NGSS 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.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

Powered By DT Author Box

Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.