When I started reading the article, I hoped that with "teaching" in the title there might be some light shed on how educators and parents are addressing scientific issues with today's kids -- what works, what doesn't, and what concerns they have. Instead, I read about a political and cultural battle that seemed far removed from kids and classrooms. There were comments from activists, lobbyists, politicians and religious leaders -- but nothing from teachers or students about their experiences teaching, learning, and debating an important scientific concept.

No doubt, the debate over evolution vs. creationism vs. intelligent design is important, and is not going away anytime soon -- so we welcome your comments, questions and observations on it. But as this debate continues, it threatens to overshadow another important concern: the lackluster science and math performance of U.S. students in international comparisons. So, I also hope we'll hear from educators on how they teach science at different grade levels, and how they overcome the obstacles they face -- from political opposition to outdated textbooks to lack of lab space and equipment.

Donna Alexandria: I would like to see information put in local community newsletters, local libraries, schools, at church describing simple point plans on how to teach science (which would include everyday things)--parents could use in their home to teach a science lesson. I personally think there is a lack of information filtered into urban communities, a lack of promotion--we need a learning movement! Parents need the information on how to utilize learning principles when cooking, and doing household chores. Children are very curious--example, I sprayed furniture deodorizer on the dining room chairs--and my 4-year-old twins wanted to know why it evaporated. Do you have any advice on where I can find this kind of information?

Nancy Lott-Schlicher, Hampton, New Hampshire: I believe science, specifically the evolution and ecology of the human species, should be taught as early as possible to our children. Knowing where we came from and why we behave the way we do is critical in order to correctly understand our place in the universe. As someone who grew up in rural Mississippi, I had no exposure to the teaching of evolution--not even in high school. It was not mentioned in any of the basic biology courses I took. It wasn't until I enrolled at Wellesley College that I truly got the scientific education I wanted and needed. It was then that I came to fully realize just how neglected our children are when it comes to knowing fundamental biological principles. As a society, we are doing a great disservice to our children by denying them this most basic knowledge. We are sentencing them to a life of ignorance and creating citizens who are inept at solving complex and challenging problems. Something has got to be done and done quickly. What can be done?

Marlene: Prior to national and state standards, teachers didn't have the accountability of specific content that exists today. Having an accountable curriculum helps to ensure that the important basic concepts are taught. Of course, the curriculum has to be supervised and monitored. Science inquiry and the nature of science is critical to helping children think. "Thinking children" are the key ingredient to successful learning in science.

The other half of this equation is, of course, "thinking teachers." Teachers that are both "highly qualified" and competent is a huge issue. In today's teaching world of No Child Left Behind, secondary teachers have to take a state-determined test to show evidence that they are "highly qualified." This does not guarantee an effective science teacher that can "break down" complex science concepts into understandable and coherent chunks of knowledge for children to learn, understand, practice and apply to new situations.

So what can be done to help remedy this situation? That's a huge question with an even broader answer. All the key stakeholders need to come together to cause some movement: textbook publishers, colleges of education, professional development designers, educational research organizations, teacher organizations, grant funders… This list goes on.

Bonnie, Austin Texas:I am wondering if any of you have seen schools using Geographic Information Systems in science classes.

Marlene: Larry, thanks for pointing out that Web site. I agree with you that the elements of the nature of science are at least as important as the many basic facts and concepts found in any science course. Many high school biology textbooks have an introductory chapter about science: what is science, processes of science, etc. Having this chapter at the beginning of the text could be the publisher's way of stating its importance for modeling how the students should be thinking throughout the course. Ideally, nature of science questions should be interwoven throughout the course and modeled continuously by the teacher. Students should be expected to ask questions about what they are observing and expected to support their statements with evidence. Perhaps you are seeing it on the Internet because others, like yourself, are well aware of the void that exists. There are many Web sites that include nature of science activities:

Lisa Bialy, New York: Our elementary school is having difficulty getting its teachers to teach hands-on science. What do you suggest? A separate science teacher? How many days a week? Workshops? How much science do kids need?

Marlene: Getting elementary teachers to engage in hands-on science can be a struggle but it can be a wonderful professional development opportunity. Many times elementary teachers who do not understand the science concepts themselves are hesitant to delve into the study. However, I have found that some of the STC, Insights and FOSS science kits can be a jumping board to engaging science teachers in well managed, exciting science learning experiences. A science teacher leader is a critical piece to this equation. It could be a science supervisor, a elemetary teacher who only teachers science but goes in a supports the classroom teacher , or a liasion from the regional district. A science lead educator will facilitate the professional development. Many times the companies will conduct very intensive professional development. A successful model is for one teacher per grade to become an expert on a unit or kit and teach it several times , each time for a different classroom. That unburdens the classroom teacher from becoming an expert in all science areas and units. Children should be engaged in science learning experiences daily from K-12.

Don Partain: What is the role of science education in creating students capable of critical thought and independent inquiry? Shouldn't teachers encourage students to question and even criticize evolution? Otherwise, isn't evolution being treated more like religious dogma than like science? Yet, teachers have often bristled at such questioning.

Jo Ellen and Mary: The point is that we want students to use critical response skills when examining questions that can be examined in a scientific way (e.g., where assumptions are stated; where explanations are linked to evidence and logical arguments, and the explanations proposed can be disproved by comparing predicted data to what actually happens). Creationism or intelligent design cannot be examined in a scientific way because the explanations are matters of faith, not science. However, students could be asked to compare alternative scientific explanations in terms of how well they explain all the available data and also predict new data.

Rob: Hi Don, your inquiry made me think about a book I read a few years back, by American Indian scholar Vine Deloria, Jr. It's called Red Earth, White Lies, and in it Deloria says it's important not to ignore cultural interpretations of history, specifically Indian creation stories, when studying science. This kind of discussion definitely encourages critical thought and independent inquiry. Which can't be bad when it comes to learning, right?

Nancy Feresten, Washington, DC:
Dear Participants,

Here are a few questions about how trade and/or library books fit into the science curriculum.

Do teachers and students use children's science books, either in the classroom or in the library, to support science curriculum goals?
If so how are they best used: as reference, to learn basic concepts, as sources for research reports?
And what kinds of books work best for students?
Do school librarians support teachers and students in science? If so, how?

Florence, Milwaukee: Why do we address our young people as being "lackluster" in science and math? Can't we work on their strengths and build from them instead of labeling our future as lackluster? I have hope in our young people!

Bruce Gitto, New Jersey educator: Where can I find good information on the topic of teaching science and creation versus evolution?

Peter Guttmacher, Washington, DC:
Good Afternoon,

I work in helping to support out-of-schooltime programming. I know that science often gets relegated to the back burner when it comes to the programming priorities of literacy and numeracy. I also know that according to the two economists who wrote "Teaching the New Basic Skills" book, science is the subject that most directly teaches problem solving, communication and collaboration skills, as well as the use of technology that young people will need for careers in the 21st century. Can you cite examples of best practices in afterschool programming that you know of which fosters problem solving in innovative, project-based and inexpensive ways that might be a good fit for afterschools, especially for older kids?

That's my long-winded question.

Marlene: The answer to this question depends on the locale and environment of the local district. I can speak to urban education primarily. Middle school and high school students can become involved in "internship" programs at university research labs or local businesses that connect with scientific endeavors. The critical piece here is that the mentors at the "work" place be 1) carefully screened for their abilities to work with children and 2) they attend a training session that helps to prepare them to understand what the students' level of science knowledge is and how to guide them from there. The caution here is that sometimes, the scientists (with all good intentions) develop students with wonderful science vocabulary and trivial details without the basic fundamental knowledge of science and how it works.

Doug, Bowling Green, Ohio: In high school my biology teacher used to have us pass our assignments to other students in the classroom. She would read the correct answers out loud and then we would grade them. I remember grading a classmate's worksheet, a question about evolution came up, and she answered, "I do not believe in evolution so I can't answer this question." So, I asked the teacher what to do and she said to mark it wrong.

It kind of left a bad taste in my mouth to this day. Educators, how would you handle this? Surely there is a better way...

Marlene: I can understand your discomfort with this; the practice of passing out assignments to other students to correct is not one that I would support. In a classroom environment where students feel safe in expressing their ideas and opinions, this should not be a problem.

You might want to check Benchmarks Chapter 12 for some ideas about fostering critical thinking skills in students.

Joe W. in Virginia: How is teaching science different today than when I was growing up 30 years ago?

Marlene: Well, Joe- we must be the same age. It depends, with the advent of national standards and curriculum at the elementary schools developed with these standards in mind- children are engaged in inquiry-based science lessons. Of course- with the state "assessment schedules" and accountability issues looming over district's heads- math and reading have taken over. Science has taken a back seat. This should soon stop when state science tests are required beginning in 2007 with No Child left Behind. For the high schools, in some areas, they haven't changed a bit. Students are still sitting in rows, listening to lectures ands copying notes off the board. On the bright side, I have seen wonderful young science teachers at the high school level, challenging our students with science activities and critical thinking situations.

Joe W. in Virginia: If I was a teacher I would be afraid to teach "out of the box" or what's different than the standardized testing. Don't they get fired if they don't teach evolution and try to enter God and creationism into the classroom?

Marlene: Joe- don't you think we are all "teachers" in one way or another. I always taught "out of the box"- that's how young adults and children learn to see things from different perspectives. There is no one way to teach and likewise, there is no one way to learn. Students need to see multiple strategies used to attain the same answer. It's what makes teaching science so exciting.

Curtis Bash, educator: I find that words like science can be frightening. I found whatever you are teaching doesn't have to be boring. If you keep it light, keep it fun and don't put unnecessary pressure on them to learn. We learn by retaining. If there is any negative distraction then you cannot focus on what you need to know.

Rob: Thanks for that comment, Curtis. Even though I struggled through A.P. Chemistry in high school, I'm still a little afraid of learning about "science." Maybe that's why I'm a writer today? I'm curious, how do readers help today's kids have fun learning about science? And should high school level science be "kept light," or is there a cutoff point?

Jody Turner, Yorktown, VA: Thank you for addressing this topic! Our elementary school is constructing a schoolyard garden as an interactive laboratory and outdoor classroom. We think it will inject excitement into the entire curriculum and particularly into science and math lessons. There are already many prepared lesson plans for outdoor exploration/schoolyard gardens scattered across the Web on 4-H sites, state environmental education sites, individual school Web sites, and specialty sites such as forestry and water conservation. It just takes time to track down the information and customize lesson plans for a particular grade level. Several parent volunteers plan to take on the mammoth task of organizing classroom kits that teachers can then check out for use in our schoolyard garden. Sample topics include weather reporting/forecasting, map-making, recycling and waste disposal, and wildlife observation. Students will see firsthand how vital and relevant science education is in the "real world."

Rob: We can tell that we have lots of people logged on to this chat. Please feel free to comment on answers and pose new questions now to our experts!

Michele C, Washington, DC: What can be done or is currently being done to close the gender gap in science and math? How can we make these subjects more apealing and less frightening to girls?

Jo Ellen: Admittedly, my experience may not be typical; I have not experienced a gender gap in my field of biochemistry. More than half of the students in my Ph.D. program were female. I certainly didn't find a difference in interest or ability among the students I taught, whether in high school or in graduate school.

Marlene: Recognizing that all students do not learn the same way or at the same pace lends itself to this question, although there has been some debate whether or not it is actually a gender issue. The need to recognize that students need to talk through their ideas, write them down, debate and discuss, provide evidence and rationale for answers are skills, habits and behaviors that take time to develop and time for the teacher to alloacte within the classroom setting. Having said that- the most expedient way to teach is to stand and deliver the information without taking the time for ideas to develop. This detracts from the learning process. Whether the subgroups are gender-based, cultural diversity based, economic based- all students need the same opportunities and "time" to learn the ideas in science that are so important. There have been some evidence here in Philadelphia that gender separate classes have benefitted both boys and girls. If it works and it's successful, then it needs to be studied and documented.

Rob: I'm sorry to say it, but time's up! Thanks for an exceptional chat, everyone. The archive will be available on the Connect for Kids homepage.