Science Talk: Preservice Teachers Facilitating Science Learning in Diverse Afterschool Environments

The purpose of this study was to assess the impact a community‐based service learning program might have on preservice teachers' science instruction during student teaching. Designed to promote science inquiry, preservice teachers learned how to offer students more opportunities to develop their own ways of thinking through utilization of an afterschool science program that provided them extended opportunities to practice their science teaching skills. Three preservice teachers were followed to examine and evaluate the transfer of this experience to their student teaching classroom. Investigation methods included field observations and semi‐structured, individual interviews. Findings indicate that preservice teachers expanded their ideas of science inquiry instruction to include multiple modes of formative assessment, while also struggling with the desire to give students the correct answer. While the participants' experiences are few in number, the potential of afterschool teaching experience serving as an effective learning experience in preservice teacher preparation is significant. With the constraints of high‐stakes testing, community‐based service learning teaching opportunities for elementary and middle‐school preservice teachers can support both the development and refinement of inquiry instruction skills.     

Examining the Types,Features, and Use of Instructional Materials in Afterschool Science

Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large‐scale afterschool programs that implement science with diverse populations of children. In this study, we investigated the types, features, and use of science instructional materials at more than 150 public afterschool program sites across California. Using afterschool site survey data, we categorized the types and the range of materials used at the sites. We then collected a subsample of the instructional materials for in‐depth analysis of their support features for enabling staff and children to enact science. We also interviewed afterschool site staff to better understand how they selected and used materials. Results from our analysis of survey and interview data show that afterschool staff primarily used stand‐alone lessons and activities found on the Internet or in activity books as resources for planning and enacting science. Our analysis of the subsample of instructional materials indicate that curricular materials, while used less frequently by afterschool staff, have on average more of the support features that would help them implement high‐quality science experiences with children.     

The Role of Management Science

Many of the arguments that are found in the literature on the theme "O.R./M.S. in crisis" stem not just from alternative definitions of O.R./M.S., but from differences in strongly held views about its scope and role in organisations, and these are then reflected in the vehemence with which certain definitions are defended or criticised. It is when the hopes and aspirations of O.R./M.S. are compared with what is being achieved in practice, that we realise the degree to which O.R./M.S. has failed to live up to its original promise. In most organisations, O.R. analysts are expected and are happy to act as technicians and not as advisers, so that technique orientation and concern with tactical problems are constantly reinforced. In addition, managers in various functions have become aware of the potential contribution of analytical modelling in their own spheres and have begun to recruit analysts direct, resulting in the possible fragmentation of O.R. and the loss of its unique identity. The responsibilities of O.R./M.S. obviously relate not only to its organisational status, but also to an examination of and an identification with organisational goals. Many O.R. analysts are plainly more comfortable when these goals are clearly defined for them, an attitude which people from other professions will readily endorse, but if O.R./M.S. has any aspirations to get involved in strategic problems, it will have to pose questions about the validity and appropriateness of organisational goals and try to influence the formulation of problems accordingly.     

Preparing New Science Teachers for Urban Classrooms : Consensus Within an Expert Community

Preparing future science teachers for U.S. city classrooms is an important yet poorly understood process. The purpose of this study was to determine the philosophies and practices of university ‐based science educators associated with programs supplying teachers for metropolitan school systems. Through an iterative process of mailed questionnaires, 20 participants rated their views on issues pertinent to science teacher education. The responses to questionnaires were used in the creation of items for each subsequent round. The three rounds of questionnaires contained Likert ‐scale and open‐ended questions. For many issues, there was consistently high consensus among the expert panelists, including the presence of students for whom English is a second or new language, the importance of science education professors remaining connected to urban school issues, and practices often affiliated with reform (e.g., alternative assessment, nature of science). Several issues emerged as having low regard by the participants, including the role of student ethnicity on teaching strategies, providing instruction about reading strategies within science teacher preparation, and the value of professors having themselves taught science in urban settings.     

Impacting the Science Attitudes of Minority High School Youth

A study involving urban, minority high school students in a supplemental education program was conducted during 1989 to test the null hypothesis that no relationship exists between exposure to program activities and changes in mathematics performance or attitude towards science. The treatment activities integrated science, with language arts, mathematics, computers and counseling and enabled students to discuss matters of concern and the relationship of these concerns to their academic work and to future success in careers based in science and mathematics. Mathematics performance data were analyzed using ANOVA (premath X group, postmath X group), and t-test/pairs (premath vs. postmath). Pre- and postreatment data on attitude towards science were rank ordered, paired and analyzed using the Wilcoxin Matched-Pairs Signed Ranks Test. The findings reveal a significantly positive treatment effect. In spite of the caution suggested by the limited sample, exposure to the treatment has resulted in an increased positive effect, not only upon attitude towards science, but also upon mathematics performance.     

Empowering Families in Hands‐on Science Programs

Parental involvement in schools has been documented as a positive influence on children's achievement, attendance, attitudes, behavior, and graduation rate, regardless of cultural background, ethnicity, and socioeconomic status ( National Parents and Teachers Association, 1998 ). Unfortunately, it has been difficult in today's world of working parents to get them actively involved in science, mathematics, and technology programs and to maintain this involvement in upper‐elementary and secondary schools. This study reports on the Science: Parents, Activities, and Literature project's attempt to get parents productively involved in their children's hands‐on science program. The results illustrate that (a) parents will become involved and they find their involvement a positive experience, (b) teachers appreciate parents' contributions as an instructional resource, and (c) students perceive the increased parental involvement positively.     

Promoting Participation in the Health Science Professions: Summer Programs for Talented,Underrepresented Students in Science

Across the nation, there remains a critical shortage of health professionals and of students choosing to pursue health-related careers. This problem is particularly pervasive in the state of Oklahoma. In response to this need, faculty, administrators, and health professionals on two campuses of the University of Oklahoma have, collaborated over the past 9 years to develop and deliver summer academy programs in the health sciences professions for talented students and primarily for students who are underrepresented in science. These summer academy programs feature classroom and hands-on clinical practicum experiences to introduce students to the rigors of academic preparation required for the health profession careers and the opportunity to be involved in direct patient care and laboratory research experiences. The academies have the goal of ensuring that bright, talented young students are aware of career options in health care delivery, health care education, and health care research arenas. A secondary objective is to spark student interest in pursuing higher education in the health sciences and in pursuing health-related careers. The academy goals complement the state and national ongoing efforts to attract top scholars and meet health work force needs.     

Student Initiatives in Urban Elementary Science Classrooms

Student initiatives play an important role in inquiry‐based science with all students, including English language learning (ELL) students. This study examined initiatives that elementary students made as they participated in an intervention to promote science learning and English language development over a three‐year period. In addition, the study examined whether student initiatives were related to other domains of classroom practices. The study involved 70 third‐, fourth‐, and fifth‐grade classrooms with ELL students in six urban elementary schools. Results indicated that students generally made few, low‐quality initiatives. Student initiatives were generally not related to the other domains of classroom practices for grades 3 and 4, whereas initiatives were significantly related to almost all the other domains for grade 5. These results contribute to the knowledge base for fostering ELL students' initiatives in science classrooms.