Policymakers urge greater emphasis on science and math education.

Gov. Mitt Romney warned school leaders that without this educational focus the U.S. will become "the France of the 21st century: a lot of talk, but not a lot of strength behind it in terms of economic capability," according to the Boston Globe (Nov. 15). Michigan Congressman Vernon Ehlers spoke recently in a similar vein to a ballroom-full of Massachusetts educators about "How to Save Your Kid's Job - and Yours".

What's the cause for such concern? It's math and science, which play an important role in jobs of the future. Cong. Ehlers sounded the alarm at the Massachusetts Science, Technology, Engineering and Math (STEM) Summit II held in Sturbridge on October 17. Said Ehlers: "If we don't take care of our lagging behind other countries [in STEM education] we'll lose a lot of jobs."

Both Romney and Ehlers cited data showing that the United States ranks at or near the bottom among industrialized nations in math scores. That's bad news considering four out of ten U.S. jobs created in the next seven years will be in high tech, and all occupations - think of your car mechanic - will require a higher level of STEM knowledge.

It's not just economic factors that are driving policymakers to push for more emphasis on STEM education. Understanding math and science concepts is critical for informed voters and consumers, and for national security. The Hart-Rudman Commission Report on homeland defense in 2001 concluded: "…the inadequacies of our systems of research and education pose a greater threat to U.S. national security over the next quarter century than any potential conventional war that we might imagine."

So what should be done? Ehlers, a former physics professor and department head at Calvin College in Grand Rapids, Michigan, called first of all for better preparation and professional development of science teachers. A recent Massachusetts study found that while 33.1 percent of grade 7-12 public school English teachers didn't major or minor in their field, 42.7 percent of life science teachers and a whopping 59.1 percent - almost two-thirds - of physical science teachers didn't major or minor in their fields. Kids are being taught science by people who may not know a lot about science.

Another vital strategy is to teach by doing science, not just teaching about science. One sure way to turn kids off is to make them memorize a collection of facts and observations. But that's not what science is really about. It involves a unique mode of inquiry, and teachers should strive to help students discover that with hands-on experiences.

The active inquiry approach is being practiced locally. For example, Northbridge High School is participating this year in a pilot course developed by the Boston Museum of Science called "Engineering the Future: Designing the World of the 21st Century". The hands-on technology course, supported in part by a grant from the Blackstone Valley Chamber of Commerce Education Foundation, is intended to create an interest in the field of engineering in young high school students and to teach the importance of engineering.

Science Department Chair Robin Laurens reported that the response to Engineering the Future has been overwhelming, with two instructors and 35 students enrolled. The students designed and constructed a cell-phone holder and a prototype for a locker organizer, and are beginning a civil engineering unit in which they will build a multi-purpose building to limit urban sprawl.

Northbridge Middle School science teacher Kathleen Rheaume also has received Education Foundation grants to teach physics through designing roller coasters and chemistry through lab work with scientists from the National Plastic Center Museum.

Engaging students in math and science, as Northbridge is doing with these types of programs, is crucial. Ehlers advised his students, "Once in the workforce you'll either be a nerd or working for a nerd."

"Focus on Education" November 2005
Susan Spencer, Director
Blackstone Valley Chamber of Commerce Education Foundation

Read previous Focus on Education articles...

Six years of focusing on education. (November 2006)
Teachers apply lessons to the workplace in externships. (October 2006)
Teachers tour growing Blackstone Valley industries. (November 2005)
Summer learning abounds in Blackstone Valley. (July 2005)
Teachers tour growing Blackstone Valley industries. (April 2005)
Preparing for the future while living in the present. (March 2005)
Local hero gives charge to youth leadership class. (December 2004)
Externships provide on-the-job training. (September 2004)
Interns reflect on career experiences. (May 2004)
Creative programs thrive with support from Education Foundation grants. (May 2003)
Business mentors see their shadow on job shadow day. (February 2003)
Teacher learns on the job in business externship. (August 2002)
Summer program teaches math through arts. (July 2002)
Junior Rangers learn nature know-how in area parks. (June 2002)
Leadership Blackstone Valley graduates ready to create the future. (May 2002)
State's schools face looming teacher shortage. (April 2002)
Art program bridges subjects, learning styles, and community. (March 2002)
Students shadow career mentors on Groundhog Job Shadow Day. (February 2002)
Parent involvement the key to student success. (October 2001)

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