Science Education, Fear, and Our Reaction September 16, 2015Posted by Peter Varhol in Education.
Tags: education, science
This is the story of the Irving, Texas school district and its wild and likely liable overreaction to a Muslim student building a novel clock. That said, it’s more about the education establishment and its poor relationship with science and technology.
I had the opportunity recently to hear about a teacher in Wilmington, North Carolina who was supporting her third grade students in a project to build a frog habitat in conjunction with the North Carolina Aquarium at Fort Fisher. I did a backstage tour there several years ago, and found it a wonderful and educational experience.
My grandnephew (I don’t really feel as old as that sounds) is a participating student, and I contributed a small amount of money to the effort. I received a long and personal thank you from the teacher. I would like to quote from that thank you. I don’t have her permission to use her name, but for those of you who care, I hope that you know who she is.
“I’m very interested in science. I’m not sure how much you know of the back ground of an elementary education major, but it has little to do with the content of science. My first year teach [sic] in 5th grade, years ago, the Science End of Grade test was implemented by the state. Our students failed. Upon figuring out why, it came down to teachers knowing content. We are not taught science-specific content in a general elementary ed degree. So I taught myself science so my students could be successful. I continue to do so. I’ve since been placed in 4th grade (last year) and 3rd grade (this year), so I am learning new content with the hope that this will make science instruction easier on my 5th grade colleagues and even more so on the success of the students.”
You have to love teachers like this, who seem light-years away from those in Irving who participated in this debacle, and who continue to try to justify it. The Irving teachers are little people who seek to control our youth, not enable them. And, regrettably, you have to reject our society’s approach to science in our schools, and how we train our educators in that regard. That fact that we don’t train them at all should be frightening to any reasonable American.
Those of you who read me know that I am highly supportive of education, yet am justifiably distrustful of the education establishment. The Irving school district has proven me correct in that attitude. As individuals, we cannot measurably effect change. Together, as a voice, we may be able to raise the bar just a little bit.