On Friday, July 27, 2007, Congress received its first briefing on elementary science education. The main theme of the briefing was that although elementary science education is a fundamental starting point in the education of students, it isn’t adequately emphasized in the context of K-12 education.

Harold Pratt (Chair, Science Companion Academic Advisory Board) introduced the session, describing elementary science education as “the most overlooked ingredient in improving our nation’s competitiveness.” He stated that quality science education must occur in elementary school to catch children’s attention when they are most curious, to begin the cumulative learning process in both science processes and content, and to create fluency in the language of science. Referring to a study by AAAS published in Science, he noted that most children have already made core decisions about their vocation by the time they reach middle school. (View Harold Pratt’s opening remarks video clip.)

Dr. Jerry Pine (Professor of Physics, California Institute of Technology) reiterated the need to have students study science in elementary school. He went on to describe the components of successful science teaching. Using a wire, battery, and bulb, he conducted a demonstration of a classroom science activity which included hands-on investigation, data-gathering, discussion, and evidence-based reasoning. He pointed out that these methods are more effective in developing children’s reasoning skills and in aiding retention than textbook reading and written exercises. Dr. Pine explained how the collaborative work, reasoning, and discussion involved in an inquiry-based science lesson do not put English language learners at a disadvantage, but rather strengthen their oral and written literacy skills. (View Jerry Pine video clip.)

Dr. Mark St. John (Founder and President, Inverness Research Associates) provided the context for why the federal government should have a vested interest in elementary science education. By offering data on the quantity of time spent teaching science (versus mathematics and language arts), the decrease in the quantity of science instruction since 2000, the range of the quality of K-5 science lessons, and the lack of support for teachers, Dr. St. John exposed the audience to the reality of today's elementary science education. (View Mark St John, Part 1 video clip.)

Dr. St. John emphasized that these problems could be addressed. He stated that the role of the federal government in elementary science is not to do science education (this is the job of states, counties, and districts) but to create the infrastructure to improve it. He noted that well-rounded, inquiry-based elementary science programs are achievable on a large scale when supported by quality curriculum and materials, in-depth professional development, and local science leadership. (View Mark St John, Part 2 video clip.)

Dr. St. John noted that with the possibility of Adequate Yearly Progress (AYP) goals for science being included in future No Child Left Behind (NCLB) legislation, there is receptivity in districts and counties to conduct and improve elementary science education. One of the major challenges of elementary science education is in improving the quality of assessment tools currently available at the state and national level. If assessments are effective, they will create a pull on the system to create rich, inquiry-based science in schools.

Harold Pratt’s closing comments encouraged Members of Congress, educators, academics, and researchers to consider it their responsibility to bring elementary science education into the 21st century not just by supporting science education, but by encouraging quality inquiry-based programs with the components demonstrated by Dr. Pine. He reiterated the goals that quality science education can instill: students that can problem-solve, who are innovative and open-minded in their thinking. In meeting these goals, the community must continue to focus on quality science taught in a rigorous way. (View Harold Pratt's closing comments video clip)

Overall, the briefing included these recommendations:

• Include science in adequate yearly progress in NCLB to gain back the time lost in the instructional day over the past five years.
• Include funding for teacher professional development and mentoring in NCLB and the competitiveness legislation.
• Create Master Teachers for science at the K-8 level.
• Expand the Math Science Partnerships through the National Science Foundation and Department of Education.
• Create assessments that better reflect the nature of science skills and competencies that students need in the 21st Century.