Why Teach Science and Math?
Posted by David Wetzel
Science and Math
As former elementary science and math education professor, I was always encouraging preservice teachers to teach science and math from a hands-on, minds-on perspective.
My goal was single minded in the sense that for students to learn science and math their curiosity must peaked.
This was always a challenge because most of these preservice teachers learned science and math by rote memorization of facts. Their prior knowledge and experience had few opportunities to actually investigate science phenomena and truly understand the usefulness of math.
Fear of Science and Math
So you can guess their predisposition towards science and math — they were scared to to teach either subject or outright hated these subjects.
This fear of science was a strong reason why these preservice teachers avoided teaching science whenever possible. Typically their approach was typically through art and/or reading.
Math could not be avoided, they relied heavily on worksheets and rote memorization of math facts (Saxon Math is one program that comes to mind).
Teacher workloads are such that there just isn’t time to learn and understand the languages of science and math. They also fear of looking like their students are smarter than their are in science and math.
To avoid transferring this fear to students, I taught these preservice teachers they must realize that their views are conveyed to their students.
I received this comment often from my preservice teachers–”The only reason you teach science and math so well because you like and understand science and math.”
For which I would always comment–”There are some areas of science and math I can not stand and if you cannot tell what these areas are, then I am doing my job. It is all about attitude!”
Teacher Attitudes
A teacher’s attitude affects students’ attitudes. Some suggestions to inspire inquiry are:
- No one knows all the answers when it comes to science or know every thing about math. No one.
- By not knowing, we are actually modeling excellent inquiry skills for our students. For example answer questions with – “I’m not sure about that. How can we find the answer?”
- Science is as much about creativity and imagination as it is about fact. Without creativity and imagination very few of the scientific discoveries or inventions would exist today. It’s okay to chase an idea, even if it doesn’t turn out to be the right one.
- When we recognize the thinking skills that a science investigation develops in students, we will no longer see it as part of the curriculum that can be avoided when short o class time.
- Our students don’t need to “know” science and math facts, they need to UNDERSTAND the concepts and how to use them.
- A great many scientific and mathematical concepts are too difficult for younger students in particular. That’s okay! Our job is to inspire their curiosity and give them a grounding in the scientific and mathematical skills like investigation and observation, so that they can continue to develop their understanding throughout their schooling and lives.
If these suggestions are followed, then the U.S. will return as one of the leaders in scientific discovery and applications of mathematics in the world and not a follower (which we are today).
We can stop relying on bringing science and math teachers from other countries to teach our students.
Resources
Understanding Scientfic Inquiry
Problem Solving and Science Process Skills
Math Problem Solving and Case Studies
Math Teaching Strategies that Challenge Students
