Elementary Science Specialists: A Pilot Study of Current Models And a Call for Participation in The Research (2008)

The authors report an empirical pilot study of current models of elementary science instruction that utilize science specialists, and make a call for the participation of schools and districts that use a specialist model to assist in collecting the descriptive data needed to create the foundation for future research on the use and impact of elementary science specialists. What learning do elementary students need to achieve scientific literacy? How are these best provided? These questions have long been the focus of research and reform (AAAS, 1993; Appleton, 2007; NRC, 1996). Paramount among the recommendations is that children should be active learners, constructing science understanding through hands- on/minds-on inquiry experiences. Young learners should engage in science investigations wherein they ask questions, collect and make sense of data, and come to conclusions that are supported by evidence (NRC, 2000; 2007). Students should investigate authentic questions generated from student experiences (NRC, 2000, p. 31). Students should experience science inquiry such that they develop positive attitudes, skills, and knowledge about science and the relationship between science and society. These should involve collaboration and communication among students as they build expertise and confidence. This inquiry instructional approach places demands on the elementary teacher beyond science content knowledge and traditional pedagogical knowledge. Gess-Newsome (1999) describes four attributes required of teachers to provide effective science instruction: (1) Content knowledge and attitudes: understanding of the four elements of scientific literacy: conceptual knowledge, nature of science, integration, and relevance. Attitudes that support science teaching include an enthusiasm and a willingness to create time for science instruction and recognize that all students have the right to be engaged in meaningful science instruction. Teachers with positive attitudes toward science will encourage similar attitudes in their students by modeling curiosity, using problem solving approaches when answering questions, relying on data, being skeptical of explanations while being open to new ideas, and respecting reason and honesty. (p. 2) (2) Pedagogical knowledge and skill: Teachers need to plan, implement, and assess student active involvement in science instruction. Activities should be inquiry-oriented, support the social construction of accurate science knowledge, and develop classroom community (p. 2). (3) Knowledge of students: This category includes knowledge of student development; student misconceptions; and students in one's class such that the teacher recognizes opportunities to garner interest and make relevant connections (p. 2). (4) Knowledge of curriculum: allows a teacher to select, adapt, or create instructional materials to meet Student needs and recognize how these materials combine to create a coordinated program of science both across grade levels . . . and across the curriculum ... (p. 2) Teachers are not only expected to have expertise in all these areas regarding science, elementary teachers are also expected to have expertise in all these areas regarding the other subjects they teach. Few would doubt the importance of science education for today's society. However, in the age of No Child Left Behind, elementary science instruction has been given lower priority than reading and mathematics, resulting in even less time devoted to science (Griffith & Scharmann, 2008; Sandler, 2003). The importance of early quality science learning and demands from high-stakes testing has created a dilemma in elementary settings. What type of elementary science instructional model will help meet the needs of today's learner? Most elementary classroom teachers have limited experience with science in general, let alone scientific investigations (Smith & Anderson, 1999). …