SUPPORT FROM SCIENTISTS IS CRUTIAL FOR EFFECTIVE SCIENCE TEACHING

Teaching science in K-12 is a challenging profession for many reasons, and requires support from a variety of sources. Science teachers require strong support from administrators, instructional coaches and scientists working in the field. Scientists can play a crucial role in K-12 teaching by supporting educators (and school administrators) with their time, and with physical resources. To fill this role most effectively, scientists must first learn the needs of teachers. They must acknowledge that teachers arrive on the job with wide and varied educational backgrounds, and that the plate of subjects to be taught is ever changing. This two-way communication works best when there is direct interaction between the scientists and educators, such as at workshops, open houses, classroom visits and partnerships in projects.

One such opportunity came for Shahala Middle School when it was awarded an IRIS school grant, and the loan of an AS-1 seismograph for the classroom. The seismograph was accompanied by intense teacher training about the device and about seismic signature interpretation. I had the fortune of learning directly from geo-scientists, including John Lahr. John’s wealth of knowledge and excitement to deliver earth science into the hands of kids was evident throughout that training.

The least useful assistance for educators occurs when scientists simply hand out pre-made material packets to teachers without explanation or experiences using them. Direct contact and interaction between scientists and school educators can have a real impact on education. In this way, teachers can be the vector to students and to the community about hazards, and all can be better prepared for local disasters.