View: Why science education matters

On the first day of third grade, Maya was excited to go to school. She loved science class most of all. She remembered second grade, when her class watched in wonder as the caterpillars her teacher brought in morphed into butterflies, and she wondered what her new teacher, Mrs. Campeggio, would encourage the class to do in science.

The first three days of school went well, but … no science. On the fourth day, Maya timidly approached her teacher to ask when they would begin science, and noticed a small frown darken Mrs. Campeggio's face. "I'm sorry, Maya," she answered patiently, "but we are only going to have science once a week this year. We'll get to it tomorrow."

Sadly, this scenario is playing out in classrooms across the nation. According to a 2012 report by the National Survey of Science and Mathematics Education, science is taught daily in only one out of five classrooms in kindergarten through third grade. When science is taught, students frequently spend little time on it — the average student receives approximately 19 minutes of science instruction per day.

Engage students

Providing children with a sustained and in-depth science education is important for a number of reasons. First, science inspires children's curiosity and wonder. If you've ever had the opportunity to watch kindergartners play around a water table, you'll realize that science is fascinating to them and is integrated seamlessly into their day. As they play, they learn about the world around them, and they love to learn. Yet research suggests that by the time students leave middle school, much of this love for learning science no longer exists. We understand that part of the reason for this decline in engagement is a lack of exposure to science, especially in the early developmental grades.

What if on the first day of third grade, Maya's teacher, Mrs. Campeggio, had greeted the class with a science demonstration? Maya might have seen her teacher mix baking soda and vinegar and watched as it foamed. She would have seen the teacher pour the invisible resulting gas onto a lit candle, being careful not to let any liquid touch the flame. Imagine how surprised Maya would have been when the invisible gas extinguished the candle! The resulting classroom discussion would have helped the students understand that carbon dioxide exists and that it's invisible and heavier than other gases in the air. In addition, students would have used critical thinking skills and become more engaged in science.

We know that teaching science well teaches children how to think critically. A good science teacher is able to teach his or her students to observe carefully, to use evidence to predict, to problem-solve, and to make informed decisions. Isn't this what we hope to develop in our future citizenry — a group of people who will be able to make good life decisions based on evidence?

STEM success

Delivering a quality science education is also a matter of social justice. Unfortunately, we know that students from impoverished backgrounds receive even less science instruction than students from more affluent districts. They may also have inadequate resources, such as outdated textbooks, a lack of lab materials, and more. The next Einstein may be sitting in these classes, but she may not be sufficiently engaged or prepared by her science instruction to understand her own potential.

This lack of opportunity to study science is unfortunate from a financial aspect as well, for we know that opportunities abound in science, technology, engineering and mathematics careers. STEM occupations are expected to grow at almost twice the rate of non-STEM occupations through and beyond 2018 and will pay more than many other careers. Specifically, students graduating with STEM majors are expected to have better job prospects and earn more than students with non-STEM majors.

Noted science fiction writer Isaac Asimov once wrote, "Science can be introduced to children well or poorly. If poorly, children can be turned away from science … they will be in a far worse condition than if they had never been introduced to science at all." We owe it to our children to introduce science well so that they will be inspired to learn, to think, and to create. Their future is now in our hands, but one day our destiny will be in their hands.

The writer is an associate professor and associate dean for academic affairs at Mercy College in Dobbs Ferry.

Get involved

How can parents become advocates for better science education? Here are some ideas from the National Science Teachers Association:

• Get to know the STEM opportunities at your child's school and advocate for more learning activities for all children.

• Volunteer during science period.

• Work to establish a "speakers' bureau" at the school. Bring in contacts who might serve as speakers in STEM areas.

• Organize an extracurricular activity or club dedicated to STEM.

• Ask to establish a mentor program for children with an interest in STEM.

• Work with the school to raise funds for learning materials that are current and relevant in STEM.

• Encourage field trips (more and more are being cut) to STEM-related destinations such as museums and planetariums. Raise funds for them; volunteer to organize or attend them.

Source: National Science Teachers Association website, nsta.org

About this series

Education perpetually tops the list of issues important to Lower Hudson Valley residents.

You don't have to be a parent to pay attention: Homeowners worry about the quality of the public schools, which are inexorably tied to property values, and property taxes.

Education also drives a large part of the economy, and plays a role in shaping our future workforce.

Current issues in education — including Common Core, test scores, assessment of schools, teachers and principals, college readiness, students with special needs, bullying and student safety, just to mention a few — draw community attention.

The Editorial Board established this monthly column to address the various issues that face schools, colleges, educators, parents and students. Mercy College School of Education Dean Alfred S. Posamentier is guest editor for this column.