Background  

Science Education

The National Science Education Standards (NSES) spell out a vision of science education that will make scientific literacy for all a reality in the 21st Century. Professional and physical isolation, and the absence of quality, sustained professional development opportunities for teachers are potentially significant barriers to the implementation and achievement of NSES (Glenn Commission, 2000; NRC, 2000a). Scientific literacy for all also requires teaching strategies and learning experiences that include scientific inquiry (NRC, 1996, 2000b).

However, few teachers currently receive training in scientific methods and fewer major in scientific subjects as undergraduates (Glenn Commission, 2000). Even those teachers who do major in science are not necessarily qualified to teach science by inquiry (Bower, 1996). The NRC (2000a) vision for improving science education recommends that teachers engage in research projects with college faculty as a means to learn the nature of scientific inquiry. Professional development through research experience enables teachers to understand scientific inquiry as the process through which scientific knowledge is produced, and as a way of learning and teaching science (NRC, 1996, 2000b).

With the above paragraphs as a guiding principle we have been developing a scientific research and content experience program for Alaska teachers that focuses on snow and ice, two abundant and familiar materials in our great state. The roots of the program can be traced back to Martin Jeffries' work with Environmental Science teacher Marge Porter in Antarctica under the auspices of TEA (Teachers Experiencing Antarctica and the Arctic) and her subsequent participation in his lake ice studies at Poker Flat near Fairbanks.

We took our first tentative step during and after spring break 2001 when four Fairbanks teachers (2 elementary, 1 middle and 1 high school), and Marge Porter, participated in a pilot project funded by the University of Alaska President's Special Projects Fund. There were field trips to local ponds and classroom sessions that addressed a variety of topics. They included: calculation of conductive heat flow through snow; snow and ice characteristics and processes; snow, ice and Arctic environmental change; snow and ice study methods; snow and ice activities for the classroom.

Encouraged by the results of the pilot project we continued to develop our ideas and plans. Thus, in fall semester 2001 and spring semester 2002 we offered to Fairbanks teachers professional development classes on snow and ice research and curriculum in K-12 classrooms. Assisted by a planning grant from the National Science Foundation Division of Elementary, Secondary and Informal Education, and the University of Alaska Natural Resources Fund, the classes allowed us to explore our belief that snow and ice can bring together K-12 and higher education in a mutually beneficial partnership that promotes learning in the local context through scientific research experience.

The external evaluation of the NSF planning grant by Dr. Leslie Gordon concluded that our snow and ice research and education project "has significant potential for making a real contribution to science education. This is especially true about its capacity to provide:

• authentic and meaningful ways to address mathematics and science standards in K-12 classrooms;
• opportunities for partnerships between university faculty and classroom teachers;
• relevant continuing professional development for teachers in mathematics and science;
• authentic research opportunities for teachers; and
• a sense of renewal about the teaching profession, and reduced feelings of isolation."

ALISON represents the next stage in our effort to realize the potential identified by Leslie Gordon, and our first step in making snow and ice research and content experiences available to all Alaska teachers who are interested in scientific inquiry. ALISON is made possible by grants from the University of Alaska Natural Resources Fund and the International Arctic Research Center at the University of Alaska Fairbanks.

References

Bower, J. M. 1996. Science education reform: How can we help? Issues in Science and Technology, 12, 55-60.

Glenn Commission. 2000. Before Its Too Late: A Report to the Nation From The National Commission on Mathematics and Science Teaching for the 21st Century. U.S. Department of Education, Washington, D.C.

NRC. 1996. National Science Education Standards. National Research Council, National Academy Press, Washington, D.C.

NRC. 2000a. Educating Teachers of Science, Mathematics and Technology: New Practices for the New Millennium. National Research Council, National Academy Press, Washington, D.C.

NRC. 2000b. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. National Research Council, National Academy Press, Washington, D.C.