This document contains a discussion between Kate Gaustad, Chelsea McConnell, Pamela Mouchaham, and Rachel Blomeyer about key ideas from their readings on teaching science in elementary schools. They discuss the importance of inquiry-based learning, integration across subjects, inclusion of all students' needs, and using authentic assessments rather than standardized tests. The discussion also addresses the shortage of qualified science teachers and how to make science concepts stick with students over multiple lessons using hands-on activities. The bibliography cites research articles on STEM education, technology in science teaching, and the lack of science teachers.

1. Kate Gaustad
Chelsea McConnell
Pamela Mouchaham
Rachel Blomeyer
ECE 7706
Kennesaw State University
Summer 2013

2. What were the “big ideas” from
your readings?
 The most important ideas we discussed include
inquiry, integration, and inclusion.
 We must use inquiry to allow our students to explore and
investigate on their own. They must take control of their
own education in order for it to be meaningful. Integration
is crucial in covering all of the curriculum, especially with
science. Making connections is the best and most effective
way for students to learn. Lastly, inclusion is imperative.

3. What were the “big ideas” from
your readings?
 We must make education all encompassing. Every
child deserves a chance to learn and grow in the way
they are most comfortable. As teachers, it is our job to
find out what that way may be, and then cater to our
students’ individual needs. When students discover
on their own, they take ownership in their learning.
 In Mangrubang’s article, we found out that there is a
shortage in science teachers. Because of
this, principals are placing teachers in positions they
are not qualified to teach.

4. What were the “big ideas” from
your readings?
 Assessment was another “big
idea” topic in our articles.
Student learning should not
always be measured through a
standardized test. The use of
authentic assessments allows
teachers to see what students
have truly learned or
internalized, while multiple
choice questions tend to show
lower level learning most of the
time.

5. What do we need to be thinking
about when we teach science in
the elementary schools?
 We need to think about our students’ individual and
unique needs. All students learn differently, and we as
teachers must be mindful of this. It is very important
that we know our students, and recognize (and praise)
their individual qualities. Lessons should be
differentiated in order to suit all of their
needs. Teachers must remember what they were
taught in regards to technology so that they may pass
this information on to their students
(Mangrubang, F.R. 2005).

6. What do we need to be thinking
about when we teach science in
the elementary schools?
 As teachers, we need to understand that science
concepts need more than a 45 minute slot to be
learned. Students need to make discoveries on their
own through inquiry-based learning. We can give our
students more time to complete a topic/lesson through
a multiple day lesson. This will allow for more
inquiry-based learning to take place.

7. What do we need to be thinking
about when we teach science in
the elementary schools?
 As educators, we need to consider and incorporate
collaborative learning for students. For many
students, this is the best chance at learning. This
provides memorable experiences for students, as well
as helps them understand concepts better. We also
need to think about how important science education
is to our students. Learning about science concepts
once a week is not adequate for students’ learning.

8. How is what you learned from the
articles reflected in your science
teaching?
 Although we don’t use inquiry-based, problem-
based, or project-based learning 100% of the time in
science, we found ourselves proud about our
teaching. We use textbooks as a resource and try our
best to create meaningful learning
experiences. Students are engaged in activities in
positive learning environments. Most of our articles
mentioned inquiry-based. Two of our group members
work at IB schools, so their units of inquiry usually
have a science and/or social studies focus.

9. How is what you learned from the
articles reflected in your science
teaching?
 Each of us would like to integrate math into science
more so than we do now. The STEM articles posted were
interesting to us as we have implemented this technique
in our classrooms, sometimes without even realizing it.
After reading articles about STEM we realize how
important the integration of
science, technology, engineering and math really is and
we are proud to know that we reflect these ideas within
our teachings.

10. How is what you learned from the
articles reflected in your science
teaching?
 Since there seems to be a lot of shortages in qualified
science teachers, we feel that teachers need better trainings
for science teaching. This class has helped with this matter.
A quote from Preparing tomorrow's science teachers to use
technology: Guidelines for Science educators says, “The
work of scientists embraces an array of technologies, and
major accomplishments in science are often accompanied
by sophisticated applications of technology (Flick, L., &
Bell, R. 2000). ” We know that integration is important, but
so too is application. As teachers we must make it a goal to
not only integrate, but to also apply the information and
make connections.

11. How can what you learned inform
your science teaching moving
forward?
 We know that science is most efficiently taught when it is
student led, and hands on. Allowing students to be
inquirers, and guide their own instruction is a great way to
ensure engagement. As the article, Issues and Trends in
Science Education: The Shortage of Qualified Science
Teachers states teachers must be properly trained in order
to be effective and successful teachers (Mangrubang, F.R.
2005). Students learn best when they are interested. The
best way to do this is to allow students to ask
questions, and then provide them with learning
opportunities to figure out their own answers.

12. How can what you learned inform
your science teaching moving
forward?
 As stated in the article, Elementary Science:
Where are we now?, “educators want to use
the inquiry-based science curriculum
materials recommended by the standards but
were restricted by non-academic
considerations such as funding”
(Sandall, 2003). As teachers, we have to find
a way to teach science through inquiry-based
learning without being restricted by the non-
academic considerations.

13. How can what you learned inform
your science teaching moving
forward?
 Additionally, when science is integrated with other subjects, as
stated in the STEM article, we prepare our students for global
career opportunities. The article America’s Children: Providing
Early Exposure to STEM (Science, Technology, Engineering and
Math) Initiatives summarizes that by implementing the STEM
initiatives at an early age, our students are more likely to succeed
in higher education (Dejarnette, N. K.“, 2012). Through
integration, students become more internationally minded. If
we strive to create classroom environments that integrate science
in all subjects, students will like science more and more. For so
long, science has been put on the back burner and it is important
that we make it a priority just like any other subject. We all have
to admit, it is hard to incorporate science in every subject, but
while reading these articles, we have learned that we must do so
in order to move our science teaching forward.

14. Bibliography
Dejarnette, N. K. (2012). America's Children: Providing Early Exposure to STEM
(Science, Technology, Engineering and Math) Initiatives. Education, 77-84.
Flick, L., & Bell, R. (2000). Preparing tomorrow's science teachers to use
technology: Guidelines for Science educators. Contemporary Issues in
Technology and Teacher Education [Online serial], 1 (1). Retrieved from
:http://www.citejournal.org/vol1/iss1/currentissues/science/article1.htm
Guney, B. G., & Seker, H. (2012). The Use of History of Science as a Cultural Tool to
Promote Students' Empathy with the Culture of Science. Educational Sciences:
Theory And Practice, 12(1), 533-539.
Mangrubang, F.R. (2005). Issues and Trends in Science Education: The Shortage of
Qualified Science Teachers. American Annals of the Deaf, 150(1), 41-46.
Sandall, B. R. (2003). Elementary Science: Where Are We Now? Journal of
Elementary Science Education, 13-30.