Science Education: Neglected

Abstract

We were pleased to read the Editorial by B. Alberts, “Prioritizing Science Education” (special section on Science, Language, and Literacy, 23 April, p. [405][1]). Having worked throughout our careers on methods for improving both science and literacy instruction, we heartily agree with the viewpoint that science and literacy instruction should be integrated. ![Figure][2] CREDIT: AAAS Our deep concern, however, is with the significant barriers to integrating science and literacy instruction that presently exist, especially at the elementary level. Classroom practices in most elementary schools, which under No Child Left Behind emphasize reading and basic math, currently leave virtually no time for science instruction. In addition, many elementary teachers are poorly prepared and uneasy about teaching science. Until these barriers are removed, the possibility for greatly expanding the time spent on science in the elementary grades and for creating a synergy between science and literacy instruction is low. As long as federal policy continues to focus on basic reading and math in the elementary grades, with standardized tests as the cudgel, science and most other disciplines seem certain to remain neglected. The evidence reviewed in the special section shows that, given adequate professional development and administrative support, elementary teachers can succeed in combining literacy and science to good advantage—but only after targeted outcomes and curriculum priorities are changed to establish a more balanced program for all children. [1]: /lookup/doi/10.1126/science.1190788 [2]: pending:yes