Turning Science Education "InSciEd Out"
What happens when you mix zebrafish, medical researchers, K-8 school teachers and students, and college professors? Something amazing, that turns traditional science education inside out.
In Minnesota, science proficiency is tested in fifth and eighth grade, and at Lincoln after just one year in a program of "Integrated Science Education Outreach," or InSciEd Out, the combined increase in proficiency scores was 21.9 percent. For eighth-graders alone, the scores rose more than 33 percent in 2010.
A pretty strong validation of InSciEd Out.
Beginnings
Although Minnesota outpaces national averages on college readiness tests, with our kids having a 50 percent chance of scoring a B or better on any college course, that score didn't seem adequate to Mayo Clinic researcher Stephen Ekker, Ph.D., or Rochester Public Schools' Lincoln K-8 Choice principal Jim Sonju. Science readiness in specific is even poorer, with only 39 percent likely to pass college biology.
In a grassroots effort to combat these percentages, InSciEd Out — a joint effort between Mayo Clinic, Lincoln, Winona State University (WSU), and other community collaborators, was born in late 2008. It strives to change the way science is taught at the earliest ages.
They started with the teachers.
"The teachers are the key," says Dr. Ekker. "We listened to the teachers, and said bring your needs and standard requirements, and we'll work together."
Immersion was the name of the game, and after a short period of visiting and planning, all the teachers from Lincoln spent several weeks of their 2009 summer in Dr. Ekker's lab, learning about zebrafish.
Although they initially came into the lab a little nervous, as one teacher said, "[The researchers] really made me able to 'see it'...and made me comfortable with the fact that I was able to ask questions."
The teachers were thrilled to discover that not only were questions 'okay,' but they were necessary — the take away from InSciEd Out is that science is about asking questions, and looking for answers. Someone might find the answer s/he expects, or might learn something different, but first one has to ask the questions.
After learning how to dechorionate zebrafish (help the embryos out of their egg sacs), how to use a fluorescent microscope, and other new skills, the teachers put on their teaching hats and began to build curriculum modules asking questions based on zebrafish. Good proxies for humans in many kinds of biomedical research, zebrafish have a genetic makeup that is largely the same as humans. Last summer they developed new curricula for all different grades that built on this genetic commonality, covering topics such as genetics, biological development, addiction, and the nature of science.
Before they could go back to school and try these modules with their students, they had to be tested. The testing team was a group of kids from Lincoln and other area schools, who came to the lab for 'Fishcamp 2009.' They tried out the modules, critiqued the teachers, asked lots of questions, and learned — in one short week — that science can be fun.
The teachers implemented those modules throughout the 2009-2010 school year, integrating the story and the science of zebrafish throughout the school and curriculum. Kids at Lincoln learned about the care and feeding of zebrafish, the importance of environment on development, why
"If done right, science is no longer an independent class—it is part of the whole package," says Dr. Ekker.
Lincoln's teachers agree. They extended concepts into language, reading, physical education, math, dialogue, music, art, technology and social studies. In the process, Lincoln turned its science program inside out (InSciEd Out) and improved the kids' proficiency, as well as their interest in science.
Improving standardized test scores is a concrete metric, but many other improvements have come along the way too. The teachers report more confidence and more time spent on science; the students have a much more open attitude about science, and are participating much more in optional science activities; and the scientists are gaining valuable feedback. And anecdotally — they are having fun doing it!
With both impressive test scores and positive cultural shifts, there are enough notable metrics to keep everyone interested in doing more. The school district is primed for expansion, and collaborators continuing to come forward.
Growth through collaboration
InSciEd Out was jumpstarted with American Recovery and Reinvestment Act funding, and the peer support and consultation of Melanie Fields, a high school teacher at Sidwell Friends in Washington, D.C. Ms. Fields' students are publishing zebrafish research in peer-reviewed journals and presenting at international symposia, and her program and their projects were an inspiration for InSciEd Out.
Along the way, Maggie Hoody, Ed.D., along with others from WSU, has also played an invaluable role. Dr. Hoody oversees the education research component of InSciEd Out, and works with the teacher teams as they develop new curriculum. Under her auspices, WSU has linked pre-service teachers into the program, and has coordinated a new science lending room with microscopes and other equipment for use by teachers around the area.
The program is expanding quickly. This summer some of the Lincoln teachers were back — as mentors to teachers from Franklin K-5 and Kellogg (grade 6 only). A team at Lincoln has been seeking grants to enable expansion — one funded the participation of Franklin. The science is growing along with this expansion and in keeping with 'real life' — one new module developed in summer 2010 models the BP oil spill. Kids from Fishcamp 2009 were back in 2010 to support the teaching teams as they tested the new curricula with 250 summer school students. Regional, national and even international interest is increasing, and most importantly, our kids' future is brightening!
Other key collaborators include education consultant Jean Leicester, Ph.D.; InSciEd Out coordinator and research fellow Chris Pierret, Ph.D.; teachers and grant coordinators Mickey Dunne-Laughland and James Kulzer; parental involvement coordinator Cathy Nathan; and many more.
This summer's funding was covered by the exemplary grant, contributions from Mayo Clinic's Center for Translational Science Activities, assistance from the Bush Grant funds held by Winona State University, and support through the Ekker Lab and participating schools.
Find Mayo Clinic on