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Partnership Brings Inquiry-Based Science to Seattle Classrooms
by Valerie Logan Hood
Seattle's public schools are partnering with local researchers to bring inquiry-based science into classrooms. The Seattle Partnership for Inquiry-Based Science is supported by a National Science Foundation grant for Local Systemic Change.
Partnership Program: The Local Systemic Change grant, for approximately 4 million dollars over five years, awarded to the Seattle School District, the University of Washington (Department of Molecular Biotechnology), the Fred Hutchinson Cancer Research Center and The Boeing Company, supports the implementation of an inquiry-based science program in all elementary schools in the Seattle School District. Program development is guided by a Leadership Team composed of representatives from each of the partner organizations. The Seattle School District is urban and multiethnic; there are approximately 1,400 elementary teachers and 23,000 students in 67 schools.
Curriculum: Three science kits have been adopted for each grade level, K-5, by the Seattle School District. The kits were selected by an adoption committee, composed of teachers and administrators with experience and/or interest in hands-on science, based on specific criteria. Providers are: Science and Technology for Children (STC), Full Option Science Systems (FOSS) and Insights. A central warehousing system is being established for kit maintenance and distribution at Cooper School.
Teacher Training: The focus of the program is teacher training: teachers receive more than 100 hours of instruction led by skilled science resource teachers and lead teachers. Together with the resource & lead teachers and scientists, classroom teachers learn to use the science kits they will teach, share insights and practice the inquiry-based method of teaching science. Teacher training takes place in two summer institutes. During the first institute kits are introduced and explored in depth; the second summer institute allows teachers to consolidate their knowledge of the kits and science process skills. In-service days during the school year address other topics such as integration of science with other subjects and student assessment. In addition, resource teachers visit classrooms to support teachers, assist with science units, and guide teachers in developing their professional development plan.
Scientists: The role of the scientist is integral to the success of this program. We will recruit over 300 volunteers from the scientific community to participate in the summer institutes and support the Family Science Program. Scientists must attend a training session designed to familiarize them with inquiry-based science teaching and to emphasis that their primary role is supporting teachers in the process of discovery.
Family Science: In order to generate an understanding and appreciation for inquiry-based science in families and gain parent involvement, we have added a family component to the school program. This includes kit training sessions for parents, recruiting volunteer scientists and parents, and hosting a Family Science Night where children, teachers, and volunteer scientists guide visitors through selected kit activities and parents and children do additional science activities together.
Valerie Logan Hood can be reached at: vlogan@u.washington.edu
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