Learning Science and the Science of Learning: Science Educators' Essay Collection

Science teachers today face numerous initiatives, ranging from “No Child Left Behind” at the national level to assessments for each student in local classrooms. Teachers of science have the daunting task of translating these varied, and sometimes
contradictory, efforts to improve science education into actions they can apply. I have found it interesting that all the initiatives have student learning as an ultimate aim. Granted, the clarity of this goal varies considerably, but regardless of the proposed solution to a perceived problem, the recommendations assume that students will learn more science. Professional developers assume their work will help science teachers enhance student learning. Publishers claim their science textbooks will increase learning. Ironically, even some agencies responsible for assessments assume
the tests will result in greater learning! Many concerns expressed by teachers also center on the challenges of helping their students learn science. Challenges can arise for a variety of reasons—when teachers hold the highest ideals of learning, believing that all students should understand the basic concepts of physics (or chemistry, biology, or Earth sciences); when they have misperceptions, such as thinking that inquiry-based instruction takes too
much time away from learning essential content; and when they are faced with practical considerations, such as the need for students to do well on state or local assessments. In light of these challenges, it is in the interest of all teachers of science to understand and apply the basic principles of learning in their classroom practices.