Depending upon the language you use the phrase “science teaching,” it conjures up different meanings and attitudes in the minds of our youth. In some cultures, science classes do not rate very high among students, although at the same time, they will assure you that science is important in the lives of its citizens. In some cultures, very few students want to pursue careers in science, whereas in other cultures, students see science as important to the well-being of their citizens, and because of this they want to pursue studies and careers in science.

I saw a report yesterday on one of the TV networks that there are more than million jobs for engineers available right now, yet the CEO of the company that was being interviewed indicated that he could not find more than a few thousand to fill the vacancies.

I have also read reports that indicated that many students who pursue studies in science at the undergraduate level do not pursue careers in science after graduation.

We have a dilemma not only in the USA, but in many countries around the world in efforts to reform science teaching and education in general. Most of the reform efforts are top down, and have created great unrest at the playing field level. Although efforts to improve science teaching over the past 50 years have often had its origins a the Federal level, eventually enough teachers spoke up that in the second round of reform (in the 70s), more and more teachers were involved in the writing and development of science curriculum. But that changed, especially beginning in the mid-1980s, but the angst that appears in todays culture pits teachers against efforts to reform and change schools. Its a very odd reality.

In this blog, it is assumed that teachers have the professional expertise to make decisions about not only what to teach in the science curriculum, but how to do this, and what makes the most sense for the students in their classrooms. But to listen to shouts of business tycoons like Bill Gates, you would think that teachers don’t know Jack!

The dilemma we face is one that goes to the heart of the profession of science teaching, and that is that within the community of science teachers, there is the wisdom to enact change, and chart a new direction to improve science teaching. Teachers need to be approached as the key partners in the educational reform, not the outsiders that need to managed and tested. Science teachers are like the researchers at IBM, or Apple, or the Concord Consortium in that they are quite capable to uncover and discover new ways of teaching, as these researchers make new discovers and applications.

There is more to be said on this issue. What do you think?