By Toufan Parman, PhD, DABT, Chair of NorCAL SOT Regional Chapter K–12 Outreach Program
California, including the San Francisco Bay Area, is the cradle of science, technology, and much of the US innovation in science, yet our elementary schools are not equipped and our teachers are not empowered to teach science as there is lack of both federal and state funding for elementary science education improvement efforts.1 Just over 50 percent of school districts do not have capacity in their district office to support science education.1 Recent national reports have emphasized the importance of science education in the elementary grades (K–8) and fostering interest in science early in life.2,3 Despite these reports, California students produce inadequate achievement results in science. Based on the 2011 California standards test “Star Test” results, 21 percent of California’s 8th graders tested proficient and 47 percent were far below basic in science while nationwide 32 percent of students tested proficient.4 Similarly, according to the California standards test in science during spring of 2007, more than half of the 5th graders failed to reach proficiency in science.
Pictured above are some of the toxicology volunteers from SRI, local pharmaceutical companies, UC Berkeley, and government who provided tremendous support for the NorCal Girl Scout event.
I became more aware of the challenges of teaching science to elementary students when I was the president of the Parent Teacher Association (PTA) in my daughters' elementary school. I was quite disheartened to hear about the challenges that teachers are facing in science education. Many teachers feel less prepared to teach science than any other subject, and there are very few opportunities available to them to improve their skills.2 My children are lucky to be attending a school in an affluent area in California where more than 60 percent of the parents have higher education and are willing to fund various science events for the school; however, this is not true for all schools in California. This situation inspired me to volunteer in education outreach programs through the Northern California (NorCal) Regional Chapter of the Society of Toxicology (SOT). In spring of 2011, as the chair of the SOT K–12 outreach program with NorCal SOT and in collaboration with Lawrence Hall of Science Museum and the Toxicology Student Association (ToxSA) at the University of California, Berkeley, I organized an event to teach K–8 students about the basic sciences and toxicology. This was a very successful event that used fun and interactive ways to teach science. The event was open to the public and over 400 kids attended.
This year, I organized a 7–8 grade hands on science day event for a couple of local Girl Scout troops. The event was funded by the NorCal SOT chapter and Women in Toxicology (WIT) Specialty Interest Group of the SOT. The ToxSA UC Berkeley students designed, developed, and taught the hands on experiments in a fun, interactive, energetic, and friendly environment. Toxicologists from government, biotech, and pharmaceutical companies were present during this event and spoke with the girls about their profession, why they were interested in science, and the importance of toxicology.
Approximately 30 Girl Scouts attended this event and all Girl Scout attendees expressed interest in teaching what they learned to the younger troops next year. Given this opportunity, it was very rewarding to see the sparkle in the girls’ eyes as they learned about dose-response, pH and its role in environment, and household hazards. It was fun and rewarding to see these young minds try to figure out the effect of energy drinks (caffeine) on the worms. We even managed to involve some of the parents. At the end of the program parents mingled with the toxicologists and asked questions about toxicology and possible career opportunities in the area of toxicological sciences. Girl Scouts pictured at right explore principles of pH and learn about acid rain.
I have found the NorCal and National SOT outreach programs so rewarding that I would like to pursue the possibility of setting up a bigger science day event with Girl Scouts to attract more troops. I enjoy every opportunity to encourage kids to explore and have fun with science and teach them how to work together to solve scientific problems.
Improving science education in schools will require not only the support from government and educators but also from the community at large. If you are interested in getting involved in education outreach, but don’t know where to start, or if you already are involved and have some tips or favorite resources to share, please post your questions or suggestions in the comments section below so we can join forces.
The Society of Toxicology has ways to help support these types of opportunities, a K–12 Subcommittee, K–12 Regional Chapter Outreach contacts, and a website of ideas, experiments, and activities on the SOT website to get you started. You can read more about the Science Education in Bay Area Elementary schools by looking up the references or by visiting the Lawrence Hall of Science website.
My special gratitude goes to all the volunteer scientists (Kyuri Kim, Kathila Rajapaksa, Leigh Ann Burns Naas, Tao Wang, Hu Shen, Sille Fenna, Rudd Colette, Amy Kim), and particularly ToxSA students from University of Berkeley. Without their support this event would not have been possible.
References:
1. National Research Council (2005) Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic
Future, (National Academies Press, Washington, DC). Download a free pdf at National Academy Press website.
2. Dorph, R., et al. The Status of Science Education in Bay Area Elementary Schools. in Research Brief. Lawrence Hall of Science, University of California (The Regents of the University of California, Berkeley, 2007). Available from from the Lawrence Hall of Science website.
3. Tai, R.H., Qi Liu, C., Maltese, A.V. & Fan, X. Career choice. Planning early for careers in science. Science 312, 1143–1144 (2006). Available from the PubMed website.
4. Fensterwald, J. More dismal science test results in Hope that new standards will make difference (Silicon Valley Education Foundation, 2012). Available from the Silicon Valley Education Foundation website.