From the Editor- March 2010

Science and Our Children
 
For the second year I visited my daughter’s elementary school and discussed the world’s quest for energy. No, my daughter Rebecca is not a student, but rather a fifth grade science teacher. Rebecca has spent her seven year career teaching in Title 1 schools, where most of the students come from economically disadvantaged homes. Since moving to Houston, every year she has requested that I teach a geology lesson to her students. She wants to provide an opportunity for exposure to a working scientist.My visit, the geology curriculum, and the headlines were in perfect alignment. The students and I discussed a number of world events and other topics. I emphasize the word discussed because these were two-way conversations. Subjects included the causes and effects of earthquakes, the geologic map of North America, which HGS donated to the students of Hemmenway Elementary School, and the story of energy including fossil fuels and renewables.
 
I was impressed by the students’ grasp of the facts and their logical thought processes. They were truly interested in science and found geology exciting. In fact, we ran out of time and then Rebecca joked, “Perhaps we should work through lunch”, and the kids actually cheered. I was totally surprised. The question that we need to examine is what happens from the time these kids leave elementary school and complete middle and high school. Politicians have discussed the standing of U.S. eighth grade student’s science abilities for several years. Based on the 2007 TIMSS (Trends in International Mathematics and Science Study), U.S. students ranked 11th in science, behind students from such countries as Singapore, England, and Slovenia. By the time our children complete high school much of their interest in science has waned, their factual knowledge has weakened, and geology is far from a career choice. Meanwhile, foreign students fight to get into American universities. Some of these students will remain here but many will return to their country of origin and will compete against our children, who will be less prepared to take on the challenge.
 
The question is why do our elementary students who so eagerly study science become nonparticipants a few years later. There are no simple answers or solutions. A senior executive from Chevron once asked a number of senior and high performing employees how to keep the staff from leaving. My response was that people stay where their job is challenging, exciting, and fun. I believe that the same idea applies to students. They will remain interested in science and mathematics as long as those criteria are met.
 
So how might this elevated interest level in science be achieved? In the classroom, teacher s need to focus on hands -on experimentation and relevancy rather than a focus on the memorization of “facts”. These “facts” will soon be forgotten after the test has been taken. Experimentation permits a more thorough understanding of the concepts and allows the student to remain engaged. Science education should focus on the news and everyday activities, which make science more relevant. Earthquakes, hurricanes, forest fires, shuttle and satellite launches all provide excellent topics for discussion between student and teacher dealing with plate tectonics, climate, atmospheric circulation, natural cycles, man’s exploration of space, and so on. Food safety, baking, freezing ice cubes, boiling water, changes in the length of the day offer additional areas for hands-on learning.
Teachers shouldn’t be asked to fight the classroom battle without “backup troops”. Industry scientists need to team with schools and become partners in science education. With regular visits to the classrooms by geologists, chemists, biologists, and others engaged in research and the application of science and mathematics students will have viable role models. A single visit once a year by a single geologist or chemist is not sufficient. Mentoring programs need to be established and corporations that rely on the sciences and mathematics for their growth and future need to encourage and support such activities by the employees. They need to provide time, resources, and even the opportunities for site visits. Administrators need to make the necessary resources and training available to the teachers to allow hands-on activities. The curriculum should have sufficient flexibility to account for the study of actual scientific events as they occur. They need to remember that advances in science require one to learn critical thinking in addition to the basic fundamentals.
 
Parents have an important role to play. Children need to visit local museums, the zoo, aquarium and parks. To the best of their abilities they need to explain what they are seeing. They also need to explain what is happening in their surroundings. Explaining such things as why we wrap pipes when freezing conditions come, how planes stay up, and that electricity doesn’t magically appear from the wall become part of the parenting role. This may mean that parents may need to go back to “school” and do a little learning themselves. A simple “because” is not an acceptable answer. Some of us may start by reading Bill Bryson’s A Short History of Nearly Everything, while others may simply switch from the Cartoon Network to the Discovery Channel.
 
Our kids also have a part to play. They must ask us why and push for explanations, when necessary. They need to ask us to take them to places where they can learn and explore rather than simply sit in front of their video game or head to the mall. And, finally they need to accept that the easiest class is not always the best class. They need to look for those that challenge them. When Rebecca asked me to provide a lesson on geology, she was attempting to reach her students on several levels. They took part in a hands-on demonstration, discussed world events, were exposed to a working scientist, and learned about the role of geologists. I hope that I have been able to reach at least one student. Perhaps one day, Chevron will meet a young geologist who was inspired by my participation. As someone who has been involved in science for more than four decades, I remain engaged because I always seem to find a challenge, excitement in finding something new, and fun in the process of discovery.
 
Until next time…