There is an interesting discussion right now on the NARST (National Association for Research in Science Teaching) list about the relative impact of bringing scientists into science classrooms, K-8.

As one researcher said, it all depends on what goals you have in mind for a visit by a scientist. In this researcher’s case, the goal was to impact student’s career understanding. In other cases, teacher’s were interested in having the visiter discuss the scientist’s field of expertise.

One researcher questioned the value of a 40-minute (isolated) experience where a scientist came into a classroom to give a talk, answer a few questions, and then say goodbye. More importantly this researcher pointed out this type of experience is the antithesis on much of the research on how students learn science. Although we might be enthusiastic about having a scientist visit our classroom, it is important to consider the context, and the realities of the impact of classroom visitions.

A recent research paper published in the journal Science Education which makes some distinctions between “doing” science versus “being” a scientist appears to be relevant here.  Bringing scientists into the classroom is often done to help engage students more in the nature of science, and scientists.  In the NARST discussion, some researchers reported that visits by scientists to the classroom had positive outcomes, based on anecdotal reports.

However, given the fact that visits to science classrooms represent a very small increment of the experience of students in science class, one wonders if such experiences are worth the effort.  In my own opinion, probably not, because the visit may have a more powerful impact on the visiting scientist, and what he or she might do in the future regarding science education.  But that is another post.

As reported in the study cited here indicates that student interest of students in upper elementary school is fairly high—most notably because students experiences with a hand-on approach to science teaching.  If we want to continue high interest in science among students later in schooling (the evidence is that the longer one stays in school, the lower the interest in science, especially in Western Industrialized nations—see the ROSE project for more on this), then a more hands-on approach might help.

But there are other factors that are important here that perhaps need to be addressed.  Many students see science as being hard/brainy which leads to the assumptions among students that becoming a scientist depends on natural interest and ability.  And of course, there is the depiction that science is a male profession.

Each of these views of science could be further exacerbated by bringing a scientist into the classroom.  The views could also be challenged by establishing a visit in which the scientist was more directly engaged with the students, and indeed, continued a relationship with the students.  To make for a positive visit, you might read the ten tips for classroom teachers working with a visiting scientist from the Discovery Learning Center, Purdue University.

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity Science Education, 94 (4), 617-639 DOI: 10.1002/sce.20399