In the spring/summer of 2003, Paul Cooke—then director of HTI—had asked me for ideas for a seminar topic that might interest the HISD teachers. Usually, HISD teachers have a reasonably good idea of the seminar topics they want from the Institute. This would be my second seminar and at least I had a glimmer of what was expected and what I could offer. Previously, science seminars were based on specific topics of science and my first seminar was titled “New Discoveries in Medicine and Biology.” As I thought on the topic, I asked myself if this format was the best way to introduce science to school kids; another presentation of the facts to memorize, repeat on a test, and forget. My answer was a disappointing “I guess it is OK.” However, the thrill of an experiment was what drove my own desire and fascination for science. The unknown; what would happen if we mixed this; how do we explain this observation; or wow that was neat, how did that occur, are the exciting things about science – curiosity. Could I lead a seminar where experimentation would be a major topic and use this to introduce that excitement and arouse curiosity? I passed along my idea to Paul and he liked the idea and he also suggested we add an ethics component to the seminar. I agreed but with some reservation since I was not an expert on the intellectual ethics of research and experimentation but knew enough to obtain information on these topics. The experimentation part was somewhat unsettling. The syllabus could not be detailed because the needs of the Fellows participating in the seminar were unknown. So in January we started with only a tentative syllabus and some trepidation.
The Fellows in the seminar were spread from elementary school third grade to high school chemistry teachers. Big problem: How could I lead a seminar where the gap in knowledge is so great that I could easily lose some while at other times bore the rest? As I looked over the ideas the Fellows had submitted on their applications I started my own journey into the frustration these teachers have with teaching science. Each of the Fellows had a common concern; the TEKS tests were taking too much time in test preparation to teach science. The elementary school teachers were even more concerned because many, if not the majority, of their students were at least one-to-two years behind in the grade level reading. In order for these children to stand a chance on these exams, all their time was devoted to catching up. There was no time for science!!! What was agreed on very early was that just giving the children loads of science facts did not foster long-term science education and enthusiasm. Even though this was knowledge, it was boring, easily forgotten, and most of all led to the disliking of all that is science. Since all the Fellows in my seminar felt this way and these were the teachers that felt the need to take this seminar, then what was the status of science education in the majority of classrooms in elementary schools throughout HISD? This is of grave concern, and has a direct impact on me. At the University level, there have been less and less American born graduate students in the sciences, more and more of the positions are filled by students from foreign countries. This is not because these foreign students are better prepared and outcompete American students, but rather a paucity of American students are applying to graduate school. Could it be that the two observations are related? This argument can also be extended to minorities.
The question was discussed several times as to the most effective and stimulating way to teach science. Debbie Cobb, a Fellow in the seminar, has struggled with this problem for a long time throughout her career as a high school chemistry teacher and had the most to say on this subject. Her approach required the students to discuss an idea, create a hypothesis, and experimentally support or reject the hypothesis. In other words, she allowed the students to take ownership of the science process, instead of feeding them boring facts. This idea was adopted by many of the Fellows in their units and generated much excitement. In the following paragraphs I will attempt to give a short overview of the units that “my Fellows” have created.
“Teaching Technology, Environment and Thinking Skills by Using the Basic Steps of the Scientific Method” by Rafael Betancourt is a unit developed to integrate real life problems into solutions and improve scientific and technological thinking skills. Rafael uses the idea that old computers are an environmental hazard to be discarded with appropriate means. He goes into discussing how circuit boards are made and the chemical process used and lists the toxic properties of the components of the computer. However, the stress that mandatory tests have on maintaining student progress is another driving force for this unit. Rafael hopes that the unit will also address the students’ need for critical thinking and reasoning skills that are required to solve real-life problems.
“Exciting Experiments in Science and the African Americans Whose Work Influenced Them” by Nicole L. Betts addresses a main problem for Fellows who teach in disadvantaged elementary schools. Their students are behind in reading and writing and the priority is to get these children up-to-speed. Unfortunately this is done at the expense of science education. Nicole’s solution is to multitask and produce a unit that combines science, reading, social studies, and black history. She plans on teaching the unit for Black History Month and integrates the role of past and present black scientists as role models. She introduces science topics and brings in the scientific method as hypothesis-driven experimentation/design. The result is a great attempt to combine reading and history goals with science education.
“Atomic Conversation” by Debbie Cobb is a search and journey into using the scientific method to teach science. This unit is a must reading for those who are frustrated with the lack of learning and apathy for science many high school students feel. Debbie sets up the introduction of the unit describing her own plight into why she thinks her education was so uninspiring. The three-page intro is much more than just a gripe session, it a real heartfelt plea to change an ineffective method of teaching science into an inspired process, where she hopes to bring the joy of discovery to the teaching of chemistry. After struggling with her teaching career, Debbie realized that being told something is not as effective as personal discovery. She sets up the students by asking HOW questions. How do we see? She encourages student debate and sits back and allows the students to control the process. She records the viewpoints and then acts as a mediator on the discussions. The students present evidence, data, or experimentation to support their views and then try to settle on a hypothesis that fits with the facts presented. Her ideas to introduce atomic structure, bonding, and physical properties to students are creative and allow the students to discover these facts for themselves.
“Cheating Can Kill” by Susan H. Crawford starts with the quote “[This experiment] uses human beings as laboratory animals in a long and inefficient study of how long it takes syphilis to kill someone” (Harry Reasoner, CBS Evening News, 1972) as an introduction to the ethics of cheating and its consequences. This is the only ethics unit in the group and addresses some very important concerns. Susan, who teaches high school health classes, has identified a need for students to discuss cheating and the need for the students to develop an ethics code for their high school. Susan is trained in research methods for psychologists and has introduced a hypothesis-based approach to study ethics and cheating; the ultimate goal is to allow the students to create their own code of ethics. This is an empowering unit that gives students the insight of ethics gone awry (The Tuskegee experiment as commented on by Mr. Reasoner) and hopes they will learn from situations that have arisen from lack of judgment. This unit’s lesson is so important to our students, but has been left behind in the rush for test excellence. A must reading for all!
“It’s More than Just Water: Science Instruction Built on Inquiry-based Principles” by Monica David is a unit based on water and water pollution and the importance that water has in our lives. It describes the water cycle and how it affects us. Teachers in Texas must implement several state-mandated objectives in their curriculum, so Monica paid special attention to making sure her unit would align with those objectives and includes them in her unit.
“DNA and the History of Life” by Angela Soraya Galindo is a unit on photosynthesis, microorganisms, and evolution intended for grade school and especially Angela’s fourth grade class. She introduces different species and naming systems of animals and looks at changes selected by natural selection. Angela took a very strong and bold step and introduced concepts such as proteins and amino acid sequences leading to calculating the amino acid changes for cytochrome c between species. She introduces the pioneering work on sequence analysis that has led to the study of chemical evolution. The material is advanced but Angela likes to challenge and stimulate thinking in her students and introduces a hotly debated topic in an easy factual manner.
“Identifying Physical and Chemical Changes” by Morgan McKinley is an introduction to matter and chemistry for sixth graders. Morgan has integrated many interesting facts, demonstrations, and experiments to help his students learn about matter, chemistry, and chemical reactions. Morgan makes Gooey Gak, Caramel, and has a classic vinegar-baking soda experiment in his hands-on approach. This is a fun unit for a serious matter.
“Nutrition and Exercise: A Catalyst for Change” by Vonnetta Miles is designed as an introduction to health and the human body for first graders. Using Joanna Cole’s The Magic School Bus: Inside the Human Body to motivate and stimulate first graders minds, Vonnetta is addressing a very vexing problem, diabetes in minority children. Good nutrition and eating habits can prevent many cases of diabetes. She tries to instill good nutrition while learning about digestion. This unit will be a fun activity that serves two important functions: it introduces the science of the human body while addressing nutrition and diabetes education.
Mondrea D. Mitchell wrote a unit entitled “Action and Reaction: An Elementary Exploration of Matter and Ethics.” In this unit, designed for her fourth grade students, she discusses the manner in which matter, particularly in terms of the environment, reacts to actions that affect it. She then uses this as a starting point to explain humanity’s responsibility toward the environment, and ultimately toward each other.
Marti Nelson-Frazier wrote “For the Birds Ecosystems and Adaptation In the City.” Students in city schools have no reference to rural settings when it comes to enjoying nature and biology. Many students have not even traveled out of Houston and wildlife is foreign to them. How can we instill ideas of conservation and environmental stewardship when the students have not experienced any interaction with nature? The only ecosystem these inner-city students have experienced is the streets of Houston. Marti has introduced biology with an urban wildlife theme. Marti has some neat experiments on natural selection where the students have hands-on experience in a selection process. The students are birds and will try to find as many worms (colored yarn peaces) in the grass or soil. The colors range from easily seen red and yellow to not-so-easily-seen greens and browns. Because the birds (students) will probably miss more of the green and brown worms, these will be selected to survive. This experiment will be backed by studies on UK’s peppered moth or observations that the loss of the dodo bird on Mauritius Island has lead to a decline and near extinction of a tree dependent on the dodo to help germinate its seeds. She has several examples of urban wildlife and plans urban field trips to let the children discover urban nature.
“Energy: Exploring Alternative Forms” by Billie Gayle Young is a unit designed for her elementary school class and it focuses on energy. The high price of gas and the thoughts of limited and exhaustible supplies of fossil fuels have prompted Billie to look at all forms of alternate energy from hydroelectric, to wind power, to photovoltaic, and solar power. This unit is a comprehensive approach to energy with all sorts of experiments that should engage and fascinate grade school students. Billy has uncovered many interesting facts and has put together experiments that help reinforce learning and help students discover principles of energy conservation.