By Benjamin Hebebrand, Quest Academy
Science instruction at the elementary school level has
remained in many cases traditional. In the chapter on science instruction of
the National Association of Gifted Children publication entitled Critical Issues and Practices in Gifted Education, the following issues are
identified as factors in contributing to the notion that elementary science
instruction is merely basic, unimaginative, and not conducive to personality
traits of youngsters showing tendencies of scientists.
Cheryll M. Adams and Rebecca L. Pierce, both affiliated with
the Center for Gifted Studies and Talent Development at Ball State University,
list the following factors:
·
Exclusive use of textbook-based science programs
·
Over-reliance on “lecture” as instructional
strategy
· Lack of a “real-world” focus (i.e. how can a teacher relate the scientific concept to the everyday world of an elementary school student)
·
Lack of supplies, equipment, and resources (most
elementary schools do not feature a science lab for the youngest students)
Additionally, recent U.S. educational policy, specifically
the No Child Left Behind Act, had elementary school teachers focusing the vast
majority of their instructional time on mathematics and reading skills that
were tested on statewide standardized tests. But recent advances in Common Core
Science standards and especially the Next Generation Science Standards offer
potential to improve science instruction at the elementary school
setting.
How do we recognize young students who show potential in
science? Adams, who researches giftedness in science, has identified the
following personality traits of scientists, few if any of which lend themselves
to traditional science instruction. These traits are a) risk-taker; b)
autonomous; c) unconventional; d) original; e) persistent; f) looks at unusual
details; g) independent; h) playful; i) rational; j) dislikes ambiguity; k)
interest in art/humanities; l) energetic; m) broad aptitude; n) curious; o)
intellectual courage; p) daring. Howard Gardner, best known for his work on
multiple intelligences, refers to a naturalist intelligence, best described as
students being able to recognize, categorize and draw upon certain features of
the environment.
Adams and Pierce point to little research showing any
evidence about the effectiveness of science instruction geared at gifted or
high ability students (according to the authors, the last 25 years have merely
produced one book and 139 articles investigating science instruction for gifted
students at any K-12 school level with the majority of those articles focusing
on computer science). In the research uncovered as related to gifted students
aged 5 to 11, it is suggested that if teachers want to challenge young students
in science, “teachers do not necessarily need to look towards the amount of
work that is done, but rather to the cognitive demands that it makes upon the
children.” As such, teachers are wise to pursue scientific investigations,
open-ended questions, and problem-solving. One other recommendation found in
the research is that schools (un)cover scientific topics in depth rather than
“the mile-wide inch-deep approach currently in place.”
There has been some research on the effectiveness of
after-school or extra-curricular instruction in the area of science. “Results
indicate that students prefer inquiry-based science activities and would
welcome these activities in the classroom.”
Adams concludes the following items as essential in
elementary science programs that are geared toward nurturing science talent:
1.
Children are exposed to science often throughout
the week.
2.
Classrooms contain a rich collection of books,
manipulatives, and both natural and man-made science artifacts.
3.
Children have opportunity to read books with a
science focus.
4.
Science investigations are inquiry-based,
student-centered, and open-ended.
5.
The teacher has advanced knowledge of science
topics taught at the particular grade level.
