Q: Are you concerned that the testing requirements of the No Child Left Behind Act will detract from the kind of hands-on science learning that kids find so memorable and inspiring?
A: The problem with using standardized tests as the primary method to assess the quality of teaching and learning of science is that they tend to reward the idea that learning is the study of important questions whose answers are already known. The actual practice of science (and most other academic professions) emphasizes asking questions that do not yet have answers.
In science, we seek the answers to these questions in the natural world. Science is by definition, “hands-on.” If we do not give children a chance to explore the world in a hands-on fashion, we are not giving them a realistic picture of the scientific process. Not all children should become scientists. However, if they see science as something that is merely the memorization of the answers to questions that have already been solved, they are not making informed decisions about the field of study.
Q: How would your science education advice differ for a teacher with a small number of students versus one with many?
A: While I have seen a high school teacher effectively handle laboratory work with a class size of sixty-five students, most research studies, as well as general experience, suggests that the ideal class size (all else being equal) for elementary school is about fifteen students. This is a small enough group for most teachers to get to know each individual child well yet a large enough class to have viable discussions and to be able to divide into small groups.
Class sizes up to twenty-five students are common in public schools. This class size is significantly more difficult to conduct hands-on activities, yet many teachers find that it is still possible and worth the extra effort in terms of student achievement and enjoyment. I find that teachers who have class sizes over thirty students have great difficulty conducting hand-on activities, particularly those that need considerable equipment and set-up time. Those who succeed with these larger class sizes often solve the problem by creating more permanent science work area (as well as reading and writing areas, a math game area, a computer area, and art and creative play areas) that allow small numbers of students to cycle through them while the teacher works with sub groupings of the class on more teacher-directed instruction.
