Science Education

The introduction in Clair T. Berube's book "The Unfinished Quest: The plight of progressive science education in the age of standards," divides students into categories of motivation. students had different reasons for working toward the goal of finishing school.

Many had been trained by modern society to seek was expected and to deliver exactly that, nothing more, nothing less. Many only wanted to know what I wanted, so they could make me "happy" and therefore acquire a good grade. Indeed, grades were what made their worlds go 'round. Sometimes I would assess their understanding with no grades attached. Most of them did not like this at all, and wanted to "get something" for their troubles, and that something was a grade. But there were also some students who argued with me, came up with new ways of solving problems, who were actually delighted when they were given something to figure out, and who displayed their teenage rebelliousness through their intellect, which is the very best kind of rebellion indeed. My goal as a science educator became then, and still is now, to uncover each student's sense of rebelliousness and authority questioning (critical thinking skills) hidden deep within them. The best scientific discoveries were achieved through this mindset, instead of the current educational sheep herding mentality, which is rewarded and is so prevalent in the United States today. Our schools reflect the society we live in, and we are being led around by our necks like sheep in the dark.

After the author divides the students into the above described categories, she divides "modern educators" into two sides of the argument that science education is going in the right direction, and those who "fear that it has gone tragically astray."

The author reaffirms my experience and suspicions about American Education.

Do we already have creative brilliant minds in America? Of course we do. Do we already have good schools that employ progressive teaching and learning pedagogy at the highest levels of learning? Yes to that also, but many of these schools are limited to the wealthiest suburbs or to private prep schools.

I can name two of them: Lake Forest Academy in Lake Forest, Illinois. and Missouri Military Academy in Mexico, Missouri. There are countless schools like these across the country. If you never heard of them it's because they won't advertise in your choice of reading material, television or radio.

Perhaps you should reconsider the value of your favorite newspaper, magazines, or television and radio stations.

But my personal beef is with that camp of educators who believe that science education is just fine the way it is, or they relegate it to the last item on their education budget behind sports.

Cuts in public education budgets forced many schools to seek corporate sponsorship, but corporate sponsors compete for only the most publicly visible spaces, the sports arenas.

The Unfinished Quest raises the issue of the September 11, 2001 Attack on the World Trade Center, and our lack of creative solutions to problems, instead of our current method of only reacting to crises.

Another quasi-solution was placing vending machines in the school cafeteria. What ever profits there were may go to programs, but the money would be coming from the students. A hidden form of socialized funding, because the students that can't afford anything from the vending machine would still benefit from the students who can afford to make vending purchases. Socialism disguised as free-market capitalism.

I was inspired by the article in this morning's Illinois State Journal Register

Just an FYI: This morning's headline in the State Journal Register, "High schools failing science," has been changed online to "High schools lack science equipment."