A Letter to the Editor: I

I

Yes, Virginia,

There

Is a Science Educator

As we look toward"A New Beginning," it is my intent to encourage science educators to be more visible, more assertive in prodaiming their role in recruiting, educating, training, and revitalizing America's science teachers. A Definition Science educators are the men and women at colleges and universities who teach the methods courses, counsel student teachers, and advise candidates for advanced degrees. There are in a position to promote research, write school science textbooks, and create instructional aids. They help supervisory people revitalize teachers who are already in service

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A Basic Premise A cadre of vigorous science educators is essential to the success of the science teaching profession. Stated negatively, u ndermining the status of these people allows our profession to fail to measure up to expectations. Perspective Underlying This Premise My perspective is that of a teacher who entered the profession when science was a favorite subject, both science teachers anti scientists were seen as being reasonably successful, anti the citizen~' were appropriately cordial toward and able to use the ways and means of science to head off and solve problems. The Evidence Compare circumstances prior to the 1950s with counterpart circu instances after the 1950s. Focus on societal parameters most likely to reflect the public's knowledge of and attitudes toward science. The Ultimate Goal To help teachers improve their classroom performance, to bolster their self-confidence, to nurture their urge for self-development. Immediate Goals To encourage the people who control funds earmarked for the improvement of science teaching to restore, repair, enhance the image of science educator. To establish a rallying theme for the 21st Centur)', something like encouraging teachers at all grade levels to use the powerful motivations within science to motivate their students, to use its reasoning and im'estigative methods as infrastructure for lesson plans, and to inspire young people to use the ways anti means of science to do their best to make the good life available to the workl's people. Circumstance To Be Considered 1.

2.

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Citing the Directo O' of Awardsfor Fiscal Years 1987 and 1988, only 4 of the 26 people who received $11,287,000 from the NSF to support science teacher preparation projects appear in the 1992 Membership Director)" of the AETS. Of the 282 people who received $73,170,000 to support science teacher enhancement projects, 26 appear in theAETS Director3". The policies underlying these circumstances trace to the early users of the NSF. Among 109 authors of randomly selected school science textnooks, 11 appear in the AETSDirector3". Nine of these are among

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44 authors of 7 elementary science series and 2 are among 17 authors of 5 chemistr)'textbooks. Fiveofthe 8 authors of 4 physics texts, one of 17 authors of 5 ehemistr)" texts, and 15 of the 40 authors of 9 biology t~xts are identified as members of academic science departments. No AETS members appear among 40 authors of 9 bioloD- textbooks although 3 are identified as science educators. The 17 authors of the 5 chemistry texts include 15 high school chemistry teachers. Prior to the 1950s, science educators often se~'ed as an oversight body between purchasing agents and the vendors of instructional aids. They protected school budgets against money being spent for items that were over-priced, ineffective, inconsistent with proved ways to teach, or othemise undesirable. On the positive side, science educators introduced creative teachers to vendors who were in position to develop and distribute items that were uniquely efficient, inexpensive, up-to-clare, and readily adaptable to local circumstances. Complex circumstances are changing the public's notion of what science is, of what scientists really do, and of the responsibilities that rightfully fallat the doorstep of science education. This state of affairs puts science teachers (and scientists) to a severe disadvantage and may well contribute to their loss of status. Concurrently with the science educator cadre being ctisplaccd from their leadership role, pseudo and anti-science elements in our society became increasingly active. The Age of Aquarius and "similar movements reestablished attitudes and ways of thinking that had been well discredited prior to the 1950s. Public confidence in science diminished as non-scientific strategies enjoyed the aura of success. Science educators in their role as proponents of the ways and means of science were overshadowed and removed from a position of public respect, particularly in the eyes of the capable young people who must be attracted to the science teaching profession.

To me, it is not reaching too far to evoke the Santa Claus analoow as conveyed by the title, Yes, Virginia, There Is A Science Educator. Science teachers at all grade levels are being recruited, educated, trained, supervised. There is a science educator entity. Its personnel may not appear in the established professional scenarios. But the total entity is benefiting from the greatest financial largess of all time. And there is an amazingly confident ability to distinguish between those who do and those who don't deserve to be supported- between those who are and those who are not taking our profession where it should be going. It is terribly disturbing to sense Santa Claus qualities in the entity of science educator. The analoG" suggests the possibility of cover-up for all manner of hidden agendas. But there is nothing covert about the ACTS. Its members are at the center of, the hub, the nucleus of the science educator entity. Let our "New Beginning" be marked by courage to proclaim our true role in the science teaching endeavor, to demand a major voice in how the nation's resources are to be invested in revitalizing America's science teachers, and to pledge our full commitment to fulfilling our profession's opportunities and responsibilities. John tt. Woodburn JanuatT 1993 Journal of Science Teacher Education • Winter 1993