Original: English
DATE:
NUMBER:
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.
_______________
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.
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