Sustainable Intellectual Growth of Elementary School Teachers in Science Content and in Science Pedagogical Content
The underlying premise of the work of the Fulcrum Institute is that promoting teachers' own intellectual growth, reviving their own innate curiosity about science will have lasting positive impact on them and their students. It was with this vision, and the hope of exploring this premise that Tufts University and its partners applied for, and received a Math Science Partnership (MSP) grant four years ago to develop a series of hybrid (mixed online/face-to-face) courses in science for elementary and middle school (K-8) teachers, primarily in high-needs districts. The courses were designed to foster teachers' intellectual growth and promote their own modes of thinking as scientifically thinking adults. In addition we undertook a series of qualitative researches aimed at better understanding how teachers make sense of new and subtle scientific ideas.
We have developed, taught and revised three courses, "Some of What Matters About Matter", "Conceptual Distinctions: The Case of Heat and Temperature" and "Earth's Energy Balance". These courses are now part of a master's program for in-service elementary school teachers who want to specialize in science education.
We have found elementary school, and some middle school teachers to be a largely science- and math-shy audience. Many are ill-trained (if at all) in science, yet they are expected to teach topics ranging from botany and geology to physics and astronomy. We felt that any strategy that attempted to fill in all the lacunae in their backgrounds was doomed to failure. Instead, we chose a few generative themes [the role of models in science, the intertwined nature of science and mathematics, the particulate nature of matter, energy, equilibrium] and use these as lenses through which the teachers could explore a limited but linked body of engaging phenomena. Science content is interleaved with science pedagogy throughout the courses, each synergistically reinforcing the other. Many teachers found their intellectual curiosity sparked and their self-confidence enhanced and learned to listen carefully to their students' ideas.
Unusual aspects of the on-line courses the Fulcrum Institute has developed include:
- Hands-on investigations are an integral element of the on-line science content sessions and direct instruction is kept to a minimum.
- Teacher participants take turns leading the discussion with their colleagues.
- Science pedagogy is interwoven with science content throughout the courses, with each strand synergistically supporting the other.
- Teacher discussion leaders meet on-line with course facilitators.
- Research scientists comment on and respond to teacher on-line discussions.
While there are complications associated with doing hands-on investigations away from the helping hand of a lab instructor, the benefits derived from working with simple and familiar equipment at home and resolving the measurement and data-taking difficulties that may arise help to build confidence and thus strengthen the leadership goals of the Fulcrum Institute.
Similarly, asking teachers to lead on-line discussions is an opportunity for teachers to develop their leadership skills with their colleagues and to practice techniques that they can then transfer to the classroom.
In addition to the on-line sessions, teachers meet on the Tufts campus for the launch of each course and for a week-long summer study. This provides an opportunity for the participants to meet and work directly with each other, with research scientists and other staff members.
