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TITLE: Partnerships to Strengthen Science and Mathematics Education

INTRODUCTION: There exists currently an imperative for every citizen to have an education in science, mathematics and technology which is appropriate, is of the highest quality and focuses on an understanding of the connections of science, technology and society. What form does this best possible education take? How can it be afforded? How might the most appropriate teacher group be constituted, prepared and supported? In its submission to the Ontario Royal Commission on Learning, the North York Board of Education called for "the development of a comprehensive lifelong "learning culture" in Canada - based on partnerships in all sectors and all segments of society". The benefits to be derived from educational partnering for the learners, the schools and the partners themselves have been documented extensively. How might partnerships focused on science and technology help to address such questions as those above?

DESCRIPTION: Several realities reinforce the urgency of developing a clear image of science and mathematics education. Equity of opportunity must be a simple principle of good practice - the "every citizen" above must mean exactly that. Debate continues both on the desirability and on the best ways of delivering both a scientific awareness for most and a thorough scientific preparation for a few. The rapid expansion in new knowledge is centred on science and technology while the explosion in new communications technology will change the ways we both generate knowledge and seek to understand it. The environmental crises threatening our existence are generally seen to have both their genesis and their solutions rooted in science. The concept of career-long learning reflects a need to maintain understanding of a complex existence continually re-created through technology.

Partnering in education resists easy definition. Students have long benefitted from having volunteers in the classroom and from the annual trip to the local fire station. Science fairs, public speaking competitions and essay-writing contests frequently present prizes donated by service clubs and other community groups. Cooperative education programs have provided opportunities for students to experience the workplace. Transitional programs have created new links among various educational institutions. More recently, however, the business sector in Canada has also begun to play a varied and creative role in education. The best possible science, mathematics and technology education will rely upon the broadest definition of partner - business and labour organizations, community groups, post-secondary institutions and more. Further, partnerships will range from a single company linked with an individual school to a consortium of organizations connected with schools and school boards across the country. A mandate for partnering in science at the local and national (and international) level would address the following needs:

a) development of a national focus and consensus about science and mathematics education,

b) provision of the broadest range of resources,

c) design of appropriate experiences for students,

d) professional preparation of teachers in science and mathematics,

e) promotion of the value of science and of science education for individuals and for society, and

f) implementation of a continuous assessment of partnering initiatives.

Derek Hodson describes three aspects of science education; learning science, learning about science and doing science. Through learning science, a student develops a conceptual framework of facts and principles to be used in understanding new ideas. Through learning about science, a student comes to an understanding of the rules, the processes and skills and the values associated with science. It is here that one also learns how science connects to other disciplines. Doing science refers to actual scientific inquiry and problem-solving, higher order thinking skills and, eventually, the creation of new knowledge.

Hodson's delineation can be an effective model for science partners to use to structure support for the appropriate science program for any particular group of learners. It allows these planners to develop clear connections between a specific initiative and that aspect of a science program to be addressed. As an example, a mentoring program developed by a partnership might be designed with an understanding that its main purpose was to contribute to learning about science rather than to be a way of learning science.

Science as a career and the formal educational preparation required are perceived as "hard work" by many students and not worth the effort when so many other career options appear possible. Science partners must find ways to demonstrate the professional satisfaction and personal growth possible in scientific careers as well as the value of a scientific awareness for every member of society. They must contribute to support networks for students who choose careers in science or mathematics. The Shad Valley summer program in technology and entrepreneurship, operated by the Canadian Centre for Creative Technology, is a fine example of corporate support for students choosing to excel in this area. Although teaching science requires a certain level of background, too frequently, elementary teachers in particular have themselves received little formal science education. Partners can assist through the sponsorship of professional programs for teachers in science and by providing human resources to the process of teaching and learning. The Upjohn company in the United States offers a two-week residential program, ScienceGrasp, for elementary teachers selected from across North America. In British Columbia, the Recreational Science at Loon Lake program, offered through Science World in Vancouver, is a similar experience for teachers from across Canada and receives support from Merck Frost Canada. In Quebec the Société pour la promotion de la science et de la technologie operates a programme of scientific sponsorship between schools and industrial firms. The federal Innovators in the Schools program provides classroom volunteers to assist teachers with science.

New understandings in science demand easy access to the most current thinking, resources and technology available. Using the expertise of a team of teachers from the North York Board of Education, Connaught Laboratories led the development of a new teaching resource, Biotechnology for a healthier world, to be made available across Canada. The international Society of Automotive Engineers (SAE) has developed a resource package, Wheels in Motion, designed for use in senior elementary classes with the participation of a volunteer member of SAE. Connecting to the most current technology will challenge partners to recreate the image of school in ways which eliminate physical constraints. The history of formal education contains many stories regarding failed attempts to keep school buildings equipped with the most up-to-date technology available. Partners can assist but not necessarily through grants or gifts. Partners must find ways to make their own technology accessible to teachers and students. This will require new ways of thinking about the daily scheduling of both schools and business and about the interface between school and community. In the process, partnerships will continually define and redefine the generic employability skills of the future.

The National Network for Learning is a unique partnership of school boards, post-secondary institutions and business corporations from across Canada. The NNL is closely connected with many other related educational network projects such as SchoolNet to share emerging understandings of teaching and learning about science and mathematics through the use of technology. Teachers and students using the network will collaborate in research and development to create curriculum of high educational value. Canadians are naturally proud of our leadership in the area of communications technology. The future will reveal educational partnerships in this field providing yet to be imagined opportunities for students.

CONCLUSION: Educational partnering raises questions of jurisdiction and appropriateness. Is the focus truly on the achievement of students? Is a particular learning resource offered by a partner acceptable in the school's context? Is it clear that accountability and responsibility for program rest with the school? These questions represent challenges. They need not be barriers. Partnerships in science can move beyond the bounds of schools and the restrictions of static resources. Partnerships in science can address the essential connections among the accumulated knowledge of science, the impact of technology and the issues confronting society. Partnerships in science can help take students and their teachers to the edges of understanding as learners and as contributors.

BIBLIOGRAPHY:

Hirsch, Donald. (1992) Centre for Educational Research and Innovation. Schools and Business: a new partnership. Paris.

Hodson, D. (1993). Taking A Critical Look at Laboratory Work. Crucible, Magazine of the Science Teachers' Association of Ontario 6, 12-15.

North York Board of Education. (1993) Submission to the Ontario Royal Commission on Learning. North York.

Steering Group on Prosperity. (1992) Inventing Our Future: An Action Plan for Canada's Prosperity. Ottawa.

The Canadian Chamber of Commerce. (1990) Focus 2000 Business-Education Partnerships.

Your Planning Process Guide. Ottawa.

National Network for Learning. Further information is available by contacting the North York Board of Education, 5050 Yonge Street, North York, On M2N 5N8 Tel: (416) 395 8481.

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The Working Group thanks Veronica Lacey (Director of Education, North York Board of Education) for her collaboration in the preparation of this "Brief".

This "Brief" is one of a series of six. The others are: Science and Mathematics Education in a New Social and Economic Context; The Participation of Girls and Young Women in Science and Mathematics Education; The Education of Science and Mathematics Teachers; Measuring Success in Science and Mathematics Education; Information and Communication Technologies in Science and Mathematics Education. The views expressed in this "Brief" do not necessarily represent those of the Canadian Commission for UNESCO, but rather reflect those of the Commission's Sub-Commission on Natural Sciences and its Working Group.