“Science shapes the world in which we live” (Buxton
& Provenzo, 2011). Science is a
powerful component in education, but are we emphasizing it enough to compete
with the world? The nature of science is
to be curious, question existing theories, and investigate solutions to global
issues. Effective teachers need to
nurture and expand that excitement in science.
Unfortunately, our nation’s focus tends to be on many other topics aside
from increasing science literacy. After
reading What’s Our Sputnik by Thomas L.
Friedman, I recognized the backwards thinking in our country’s strategies.
The launch of the Russian satellite, Sputnik, was a
historical moment in science history. It
also marked a reform in American education.
The public viewed this event as a threat on American’s superiority in
science and technology (Buxton & Provenzo, 2011). At this moment, education was the forefront
of our nation’s focus. Scientist from
universities all over the world volunteered to help with education reform. Science gained new influence, energy, and
hope with so much support and experience (Buxton & Provenzo, 2011).
As time marched on, our country has retained a new
focus. We are spending a tremendous
amount of money and focus on a war on terror. Thomas Friedman (2010) compares our focus to
China’s. China channels time and energy
on how to make their country better and more competitive. Our nation is sending troops into
Afghanistan, buying oil, and worrying about terrorists (Friedman, 2010). Is there a solution? No, we cannot just walk away from a war we
keep building. However, as Friedman
(2010) mentions, let’s not make “Al Qaeda our Sputnik.”
Educators today are more important than ever. We need to be effective and impact our
students to enjoy science and mathematics.
Educators need to be trained and pair up with others to create a support
system. Science teachers need to create
engaging lessons and high-level thinking inquiry labs. We are influencing the future of our country
and increasing global competition.
Since science is embedded in society and a part of
everyone’s life, there are a few things we can do to help the U.S. produce more
science leaders (Marincola, 2006). First,
students need to experience science, therefore, we need to teach thinking skills
(Marincola, 2006). Next, science students
need to engage in communication with the public (Marincola, 2006). Our students need to learn how to use science
terminology and be aware of global issues to practice decision making. Finally, there needs to be an increase
investment and support for science education (Marincola, 2006). Together, we can help to build awareness for
science education.
References
Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle
school: A cognitive and cultural approach. Thousand Oaks, CA: Sage
Publications.
Friedman, T. L. (2010, January 17). What’s our
Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p.
WK.8. Retrieved on July 8, 2013 from
ProQuest Central database. http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/434270918?accountid=14872
Marincola E. (2006). Why is public science education
important? J Transl Med. 2006; 4: 7. Retrieved on July 8, 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1395333/
doi: 10.1186/1479-5876-4-7
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