Results from study…thanks to Kim Farris-Berg for sharing the results!

I authored a report for Project Tomorrow in July 2008 and I think you (and your readers) will be interested in students’ views of STEM education and use of technology in K-12 schools (more than 319,223 in all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia.).

Although the findings might not surprise you, evidence from students’ reporting on their ability to use technology in schools helps balance “who’s involved” in our conversations about improvement. We conclude that learning is something students do (encouraged and assisted by adults), rather than something adults do—or “deliver”—to students. Their motivation, then, ought to be our central focus. The full report is here: http://www.tomorrow.org/speakup/pdfs/Inspiring_the_next_generation_of_innovators.pdf

Below are a few details about the scope and findings. You’ll notice school leaders, parents, and teachers are also among those surveyed.

EXECUTIVE SUMMARY

Today’s leading technological thinkers assert that our nation’s people must achieve basic STEM literacy (science, technology, engineering, and math) if we expect to solve the greatest challenges of the 21^st century. While some of today’s students will be producers of scientific knowledge, it’s likely that the majority will be knowledge consumers. As democratic decision-makers, all consumers will have an important supporting role in the advancement of science, which will include taking-up new technologies, funding research, and critically assessing the validity of new assertions. Solving 21^st century problems will be a collective responsibility.

Today’s students, however, see learning science largely as a means to high school graduation. Less than 40 percent see learning science as important for making informed decisions in the future. This perspective might be an outcome of how students are learning science, as curricula is still largely oriented in the memorization of facts. Just one fourth of teachers say they’re using inquiry-based methods with their students; methods that both educators and researchers argue are essential for the development of scientific literacy. But all is not lost. Students report they are open to learning science and pursuing STEM careers—intrigued by opportunities to participate in hands-on, group-oriented, “fun” experiences, as well as by opportunities to meet with professionals and use professional-level tools. Students are most motivated to learn science when they are exposed to what science is rather than the knowledge science has produced.

Highlights from Project Tomorrow’s 2007 Speak Up Survey

· Fifty-seven percent of K-12 school administrators gave a passing grade to their school for preparing students for jobs of the future, but only 47 percent of teachers and 43 percent of parents agreed. Among middle and high school students who assessed themselves as advanced tech-users, only 23 percent indicated that their schools were preparing them well.

· While inquiry-based curricula are seen as one means for students to achieve scientific literacy, in 2007 only 25 percent of science teachers used such curricula in their classrooms. Today’s students will be expected to collectively tackle 21^st century problems, yet only 16 percent of teachers reported they are assigning projects that help students develop problem-solving skills.

· Students report that their especially fun or interesting learning experiences using science and math have been hands-on and group-oriented.

· When asked about the essential features of their imagined ultimate science classroom, the leading answer for students in grades K-2 and in grades 9-12 was “teachers excited about science”. Students in grades 3-5 were more interested in “fun experiments” (69 percent). Other highly essential features for students in grades 3-12 were “real tools” (standard lab and technology-based tools) and being able to do “real research,” including online research on computers.

· Teachers reported that the 21^st century tools having the greatest potential to increase student achievement in science specifically are: (1) animations to help students visualize difficult concepts; (2) interactive simulations to practice scientific expertise; (3) standard lab tools and apparatus (such as microscopes and Bunsen burners). If they were to consider integrating the tools into their science instruction, the factors most influencing them would be available funding and the cost of the tools. After funding, best practices most influence school leaders to improve science education.

· Most students who participated in the Project Tomorrow Speak Up 2007 survey are open to pursuing a job or career in a STEM field. Thirty-two percent of middle school students and 38 percent of high school students reported they are somewhat or very interested in STEM jobs or careers. Twenty-one percent more students in grades 6-12 indicated “maybe” they are interested in a STEM career. College scholarships, conversational interactions with professionals, visits to STEM companies, using tools professionals use, and hand-on learning opportunities have potential to further students’ interest.

Methods

This report presents the findings from Project Tomorrow’s 2007 Speak Up Survey, informing international discussions about how to improve science learning in the 21^st century through an exploration of student, teacher, parent, and school leader attitudes about science education. Project Tomorrow administered its survey in all 50 United States, the District of Columbia, American Department of Defense Schools, Canada, Mexico, and Australia. Project Tomorrow surveyed 319,223 K-12 students, 25,544 teachers, 19,726 parents, and 3,263 school leaders. Respondents were from 3,729 schools and 867 districts. Ninety-seven percent were from public schools; three percent were from private schools. School locations were 32 percent urban, 40 percent suburban, and 29 percent rural. Forty-three percent of the schools were Title I eligible, and 29 percent had a more than 50 percent minority population attending.

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