Teaching the teachers helps inspire science

The winner of this year’s Kudos Science Teacher/Educator/Communicator award believes the future of science depends on enthusing not only children, but their teachers.

Science for Kids

In her spare time, Waikato University’s Faculty of Education senior lecturer Anne Hume writes and edits books on junior science, aimed at Year 7 to 10 students. “This is when we really need to catch and engage kids, to hold their interest in science in later years.”

Three of her books, which she describes as a blend of textbook and workbook, have been published by ABA Publishing Ltd, with a fourth, on snow sports, due out soon. Another on earthquakes is planned for later in the year.

“The first introduces students to chemistry through alchemy. I took advantage of the interest in Harry Potter for that one. The second is about forensic science, where they have to work out who killed Morrie Mouse, and by doing so learn the basics of biology.”

The third examines the science of lakes via Māori legends. “I learned a lot myself doing this one.”

Teaching

The rationale for writing the books came with changes to the science curriculum, which encouraged teachers to teach the subject in context.

“Rather than just delivering facts, it was more about telling the stories connected with the science, but I felt there was very little material out there that teachers could actually use. So it was time to do something about it.”

The books, written in collaboration with scientists and educators, are very much a part time activity, because during the week Dr Hume is teaching the next generation of teachers how to teach science. She arrived at the university seven years ago, after 30 years in the pre-tertiary sector.

“Teaching how to teach is very different from teaching science. At first I wondered how I was going to transfer 25 or 30 years of teaching experience to others. In some cases, to people who had little, if any, classroom experience or knowledge of science itself. Some primary teacher trainees, for instance, might have had a poor experience of the subject at school, so my task is to not only build up their science knowledge, and give them confidence, but also to get them to actively enjoy science. Because if you don’t enjoy it, you’re not going to teach it well.”

Secondary trainees are a different kettle of fish, she says. “Some come in with science degrees, some have worked as scientists. But when they attempt to teach a Year 9 class, they often get a shock, and begin to appreciate that their science knowledge has gaps, and it is actually quite difficult to simplify science.”

Encouragement

Her solution is to encourage student teachers to spend time looking at and questioning their own science knowledge, and to learn to be reflective about what they do, all the time. “This is also how I approach my own teaching.”

The rewards are immense. “To watch them change, mature as people, to be able to stand up in front of a group of students and teach effectively, is just great. It’s not an easy thing to do, at all.”

She feels positive about the future – “in terms of where science education should be going. And there are people providing wonderful examples of that, out in the community.”

The trick is, Dr Hume says, to be careful not to overtax teachers. “We hear constantly teachers talking about the crowded curriculum, and all the responsibilities they take on. We have to make sure these people develop professionally, and are supported, so they can continue to teach science with passion.”