Jonathan Gerlach, an Albert Einstein Distinguished Educator, discusses the difficulty of defining science, technology, engineering, and mathematics (STEM) education in this month’s NSTA Reports commentary.
I’d like to know what educators — whether you’re in one of the STEM fields or not — and others think about this. Is there a clear way to define STEM or do you simply recognize it when you see (or do) it?

Our new principal does not have a background in science. What can we do to help her understand what science teaching and learning “looks like” and the challenges of teaching laboratory science?
—Charles, Ohio
If their own experiences in science consisted of lectures with an occasional demonstration or video, principals may not understand the concept of inquiry-based learning and how science teaching differs from other subjects. Having taught other subjects, they may be unaware of the science teacher’s responsibility for safety in the labs or security in the storage areas. They may have never considered how much behind-the-scenes work science teachers do (especially when we make it look easy).
You could ask your principal to observe lab classes (for the whole period, not just a walkthrough). When you meet with the principal, describe what students learn from these activities (using students’ science notebooks) as well as the amount of time it takes to set up and put away the materials and read a report from each student, the safety and cooperative learning routines established in your classes, and the fact that the students could not have done the activity in a “regular” classroom without running water, lots of electrical outlets, flat tables, and appropriate safety equipment.
For example, as a middle school science teacher, I worked with a principal who had been a high school English teacher. Before the formal observations he was required to do, he would ask, “Are you teaching today, or are the students just doing an activity?” For a while, I complied with his definition of teaching, and he observed a well-designed, teacher-centered lesson with lecture, discussion, and review. But this was a show–my classes were much more than this.

So once when he asked the question, I said that if he came in that day, he would see a lesson that would show what our students can really do. It was a guided inquiry lesson with the question, “How do earthworms react to stimuli in the environment?” Each team of students had already devised procedures to investigate the question and an outline of how they would organize the data, and I provided the materials they requested (and some feedback or questions about their procedures). When the principal came in, he saw a room full of engaged students working cooperatively and enjoying their investigation. Rather than watching me “perform,” he asked the students about what they were doing. In our post-observation conference, he noted it gave him a new perspective on what students can learn from purposeful “activities” (and the time and resources it takes to implement them).
You could also invite your principal to attend a department or team meeting to discuss some of your challenges. For example, describe the hazards (and liability) of scheduling non-science classes or study halls in lab classrooms. Take her on a tour of your storerooms and show her the inventory of equipment and materials, including the Material Safety Data Sheets you have to keep up-to-date. Describe the security measures you have in place. Frame any suggestions in terms of student benefit and safety rather than teacher ease and convenience.
All teachers use their planning time for writing lesson plans and evaluating assignments. But science teachers have additional demands. Sometimes principals see how organized you are and don’t realize how much time and effort it takes. Keep a log of the amount of time you spend setting up your labs, including time before and after school. Also log the time spent inventorying and maintaining the storage areas, repairing or servicing equipment, and complying with local and state regulations. If you ask for more planning time, emphasize it would be used for the additional responsibilities that come with teaching science (and then be sure that it is).
Share some resources with your principal. The website Understanding Science has a section called “Everything You Need to Know About the Nature and Process of Science”  that could bring her up-to-date on what good science teaching includes. You could share copies of NSTA’s position statements “Learning Conditions for High School Science” and “Safety and School Science Instruction.”
In all fairness to principals, they are expected to be both building managers and instructional leaders. We can help them with both of these jobs. After observing several science investigations, my principal asked teachers in other subjects if he could observe non-traditional activities in their classes, too.
Photo: www.flickr.com/photos/throgers/4461828586/sizes/q/in/photostream/

Big kudos to the preservice and new teachers who participated in the first-ever Student/Student Chapter Showcase during the NSTA National Conference on Science Education.  Over three days — March 29-31 — seven student teams provided nine presentations to other preservice and new teachers.  The teams conducted sessions on: the school garden model; laboratory makeovers; NASA partnerships; a poster display; robotics, and general updates of student chapter activities.
The showcase location doubled as a lounge in between sessions.  Students, new teachers and faculty were able to network, prepare for other presentations and grab a snack in the lounge.
We appreciate each group that participated in this event and a HUGE thanks to the faculty and student chapter faculty advisors who encouraged these preservice and new teachers to take part in the showcase.  The excitement from the advisors was contagious…NSTA appreciates all you do to support those coming into our profession.

• Elizabethtown College NSTA Student Chapter
• Keene State NSTA Student Chapter
• Indiana University-Purdue University Columbus (IUPUC) NSTA Student Chapter
• Indiana University-Purdue University Indianapolis (IUPUI) Woodrow Wilson Fellows
• Luther College NSTA Student Chapter
• Murray State University NSTA Student Chapter
• University of Missouri NSTA Student Chapter

Interested in participating in next year’s showcase? Email us at chapters@nsta.org and we will add your team to our list of presenters for next year.
See you in San Antonio!

 
 
 
 
 

                

                   

          

Do you need an interesting way to start a faculty meeting? Try the assessment crossword in this month’s Editor’s Roundtable. Even if you give your colleagues a word bank for their responses, the puzzle can be a discussion-starter. I occasionally gave this type of quiz to my students. They seemed somewhat surprised at this change of format, but they seemed to spend more time on figuring out and discussing the responses.
Although assessments are often seen as the “final” part of learning, assessments can actually be starting points. In the guest editorial Misunderstanding Misconceptions, Page Keeley discusses the use of formative assessment probes to identify students’ misconceptions. There is even a list of misunderstandings teachers may have about misconceptions—another topic for a faculty meeting.
The choice of words used in instruction can reinforce misconceptions, such as students assuming that the words guess, prediction, and hypothesis are interchangeable. More Than Just Guessing: The Difference Between Prediction and Hypothesis describes the nuances of these words and provides examples and definitions. For example, a prediction “reflects our thoughts about what will happen in the future, but it is based on patterns we have observed or on our prior knowledge.” A hypothesis goes further than a prediction, using “prior knowledge to create an experimental design that can be tested.” The author suggests an if-then-because format for a hypothesis statement. [SciLinks: Scientific Methods]
Another misconception held by students, parents, and administrators (and a few teachers) is that any hands-on activity is “inquiry.” Two articles address this issue. Folding Inquiry Into Cookbook Activities has suggestions for transforming traditional “labs” into higher levels of inquiry as students develop more ownership in the purpose and design of the investigation. An Integrated Instructional Approach to Facilitate Inquiry in the Classroom discusses inquiry as a continuum of approaches and describes a 7E learning cycle model integrated with a KLEW strategy (know-learn-evidence-wonder) in a unit on the water cycle. [SciLinks: Water Cycle, Scientific Investigations]

Creating Science Assessments That Support Inquiry has examples of assessment items that incorporate graphics, scenarios, and quotes as a context for student responses at the remembering, analyzing, and evaluating levels. Even so, when we use an assessment, many times we are so focused on how many students choose the correct answer, that we don’t see the patterns in and misconceptions in the incorrect responses. What were they thinking? Applying Scientific Principles to Resolve Student Misconceptions looks at a topic which students may struggle to understand (buoyancy) and has a graphic showing how students’ perceptions of sinking and floating have an impact on their responses to assessment items. Understading their responses can be helpful when planning instruction. [SciLinks: Buoyancy, Density]
The authors of Investigating Students’ Ideas About the Flow of Matter and Energy in Living Systems describe in detail student misconceptions about this topic—where food comes from and how it is used in the body. The list of ideas about food (i.e., matter and energy in living systems) includes related misconceptions students may have—an excellent resource for the topic, an analysis of student responses, and words teachers can use to enhance student understanding. [SciLinks: Food and Energy] In the realm of physical science, A Change for Chemistry differentiates between preconceptions (“coherent ideas prior to instruction”) and misconceptions (“scientifically inaccurate ideas”) and how teachers can learn more about student thinking from a pre-assessment than by checking wrong answers on a final test. A list of common misconceptions about the nature of matter is included. [SciLinks: Physical/Chemical Changes, States of Matter]
At the recent NSTA conference, I saw many teachers using iPads for not only checking email or finding information but also for taking photos of exhibits and presentation screens (rather than copying information). A Coruscating Star in the Cavalcade of Electronic Devices: The iPad has a overview of this tool and several science apps that are applicable for teaching and learning. (OK – I had to look up the meaning of coruscating: flashing or sparkling; brilliant or striking in content or style, which seems to describe the tool and its applications well!)