My students are not passive learners of science, they ARE scientists. They embrace the idea that they are empowered to own their learning. In addition to creating a love of learning within my students, I am intentional about equipping students with wonder, teamwork strategies, and problem-solving skills for jobs that may not exist yet. Kareen Borders, Lakebay, WA

One of my goals is that students see physics everywhere through activities and projects. Students are surprised that they are encouraged to play with toys in a physics class. Sometimes students build things like windmills and motors; sometimes they dissect things like disposable cameras. Sandee Coats-Haan, Liberty Township, OH

Opening doors, allows any student with a desire to enroll in my classes. High standards, yes, but I try and inspire students through my willingness to spend evenings and weekends tutoring them. I strives to make science relevant. For example, environmental students participated in service learning activities such as habitat reconstruction. Marian DeWane, Boise, ID.

As a scientist and educator, this voice from the classroom continually investigates ways to refine her classroom practices in order to excite and engage students in scientific inquiry. She has become an inspiring role model for both staff and students for her persistent quest for improvement and her student-centered teaching. As a master teacher, she has facilitated support classes for more than 300 first-year teachers.  Jessica Gogerty, Des Moines, IA

Over the past week or so, I’ve explored the question “Why do we teach science, anyway?”  Using a paradigm from Canadian and U.K. educators, I explored the question from four vantage points: Economic, Democratic, Skills, and Culture.  Today, I thought I would turn my attention by listening to what science teachers have to say about why they teach science.  What do these voices tell us why they teach science.

The statements shown above are comments made by, and about four different science teachers, each of whom was selected as one of the 103 Presidential Awards for Excellence in Mathematics and Science Teaching.  In each of the comments made above, the voice of the teacher when thinking about why they teach science has to do with inspiring and encouraging a love of learning science.  These teachers bring their passion into the classroom and work with their students to encourage inquiry, project work, and innovative thinking.  In each of these cases, teachers are very involved in projects not only with their own students but with their colleagues.  Many of of these science educators teach other science teachers to help them bring this same king of enthusiasm to teaching science.  No mention is made that they teach science to keep America competitive with other countries.  No mention is made that the nation’s economy is dependent upon science and engineering, the reason to teach science is produce more scientists and engineers.

No, these teachers see a more powerful role for science in our schools, and that is “in equipping students with wonder, teamwork strategies, and problem-solving skills for jobs that may not exist yet.”