New Perspectives in Science Education

This research focused on the rural teacher of science, from early primary grades through secondary schools in Colorado.  We surveyed over 100 teachers and administrators representing fringe (adjacent to a major metropolitan area), distant (at least 40 kilometers from a major metropolitan area), remote (at least 60 kilometers) and resort (attached to a mountain resort community). We were most interested in identifying effective strategies for understanding change in a rural teacher’s ontology (self-knowledge and values) and epistemology (cultural knowledge and pedagogical skills) when teaching science and seeking professional learning opportunities. We were also interested in effective strategies for understanding rural district leadership policies and approaches that support teachers’ science instruction and seeking professional learning opportunities and challenges and successful strategies for teachers of science becoming active scientists in their rural community. Nearly 40% of rural teachers of science do not have sufficient background in science. A majority (61%) of elementary teachers mentioned insufficient time and geographic isolation as significant challenges.  Nearly half (47%) of secondary teachers mentioned geographic isolation (the “only science teacher) and lack of sufficient resources (poor technology or laboratory facilities) and major challenges. Our findings concluded that mechanisms for reducing geographic (and scientific) isolation and contextualizing science learning into community needs (e.g., water quality) were most important in providing improved science preparation and teaching for rural schools.

Keywords: rural, science teaching, citizen science.

References:

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