When you picture a typical science class - what comes to mind? Think about any of the movies and T.V. shows, and even cartoons that you watched growing up that may have shown students in a science or math class - what did you see? Usually, such classes are depicted as having the teacher standing in front of the chalkboard (most shows from my recent memory were pre-whiteboard, let alone Smart Board), while students are staring, head in hands, with a dazed look on their face (probably unceremoniously jerked awake by their own snore?). The teachers always seem to be droning on monotonously, writing pages of equations and formulas on the board as students squint in their general direction, allowing the content to skim over their heads. Why is it that this is how STEM classes always seem to be depicted? I can think of one show that really challenged the stereotypical depiction of children’s school experiences - The Magic School Bus is one that really got it right. The students in Miss Frizzle’s eclectic class were always excited (except maybe Arnold), engaged, and undoubtedly learning a lot. And although the tiny addition of a magical bus with supernatural capabilities that could transport students into the heart of whatever scientific system they were learning about that day certainly aided in the engaging factor of the show, the science itself took centre stage. And isn’t that what learning should be all about? Teaching and pedagogical reasoning for developing best practices has evolved significantly in the last several decades as teachers incorporate exciting visuals, fun experiments, use new technologies, and ignite that spark for learning in their students. In Alberta, this is a named component of the Program of Studies - the Nature of Science. Understanding the Nature of Science (NOS) is more complex than it seems, but when you have a grasp of what it means to teach from a NOS perspective, you end up with classes as exciting as Miss Frizzle’s - without the never-ending sea of field trip waivers that she was undoubtedly swimming in 24/7… There has been tremendous research done on the topic of NOS and its inclusion in the classroom. McComas and Kampourakis state: “Starting more than 50 years ago with a trickle of interest and scholarship, the field has matured to the extent that virtually all would argue for a role of NOS across the science curriculum from the elementary level to courses designed to educate future scientists.” (McComas & Kampourakis, 2015) How can NOS be defined? It seems that there are various takes on the meaning of NOS, but that, at its heart, NOS encompasses a curiosity, eagerness for learning and understanding how the world works. McComas and Kampourakis further describe “…NOS [as] the area of study in which students learn how science functions, how knowledge is generated and tested, and how scientists do what they do.” (McComas & Kampourakis, 2015) My understanding is that the theme of NOS seems to imply that NOS is more than a thing; rather it is a process through which students are introduced to some of the key aspects of science. How this process is introduced/incorporated is another thing entirely, but the results of research on the topic have shown, among other things, that: “Conceptions of NOS are best learned through explicit, reflective instruction rather than implicitly through experiences with simply “doing” science.” (Lederman, 2007, as referenced by McComas, 2017) I interpret this to mean that doing science for the sake of doing science only goes halfway there; the process of considering the meaning of findings and deliberating on the results of experiments is where the learning lies. This opens a clear pathway for incorporating more aspects of literacy into science. As the first post in a series centred around the topic of STEM literacy, I will hold off on providing extensive lists of strategies at the moment. However, it is important to draw the connection between incorporating NOS into the classroom and the possibilities for honing literacy skills that this creates. If the crucial aspect of NOS revolves around the continual process of reflection, then a simple way to ensure that students are beginning to practice their literacy skills is to provide them that very opportunity - incorporate reflection into daily practice. Work towards changing the idea that writing is only for Language Arts and Social Studies, and model what you’re looking for so that students can get a sense of what it is you want. Using some of the strategies that I will discuss in subsequent posts, you can have students continue to think critically, but also document their thinking so that they are subsequently working on communication skills. Changing the STEM classroom narrative to one that also includes a regular literacy component - however that may look in your classroom - is a good first step towards building crucial communication skills. Then, if you want to kill the metaphorical ‘two birds’, choosing to make that literacy component relate to reflection and contemplation in accordance with the Nature of Science will do just that. So if I may be so bold as to amend the words of our favourite cartoon science teacher, I would say: “Take chances, make mistakes, and get writing!” ReferencesAlberta Education. (2005). Revised 2014. Program of Studies: Science 10. Retrieved on December 30, 2020 from https://education.alberta.ca/media/3069384/pos_science_10.pdf
McComas, W.F., 2017. Understanding how science works: the nature of science as the foundation for science teaching and learning. School Science Review. 98(365): 71-76. McComas, W.F. and Kampourakis, K., 2015. Using the history of biology, chemistry, geology, and physics to illustrate general aspects of Nature of Science. Review of Science, Mathematics, and ICT Education. 9(1): 47-76.
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