Learners first blog presentation

DIFFERENCES IN
TEACHING SCIENCE IN THE
UNITED STATES VERSUS
OTHER COUNTRIES?
LEARNERS FIRST
BLOG PROJECT
Bernadette Scheller

WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
This article summarizes a study of teaching practices for
8th
grade science students in the following 5 countries:
Czech Republic;
Japan;
Australia;
Netherlands; and
United States.
The 4 countries were chosen to compare to the United States because they
outperformed the United States I science achievement on the 1999 Trends in
Mathematics and Science (TIMSS) assessment.

The Czech Republic….
Challenges students in theoretical
science topics
Engages students via
classroom discussions.
Calls on and grades students in the class to
answer topic and off topic questions

Japan….
Teaches its students via
inquiry-based methods
Uses evidence to develop concepts
Focuses on conceptual content
rather than theoretical

Australia…
Often ends lessons with “tentative conclusions”
with a question for students to further ponder.
Includes “real life” applications to
their science lessons
Teaches via activities such as
games, puzzles, comedy and
exciting demonstrations to keep
students focused

Netherlands…
Teach via independent learning
Uses class discussions and short demonstrations/
lectures to supplement the “self-learn” strategy

United States…
Poorly connects content with real life issues
(does not make the lessons pertinent to the students)
Uses hands on activities, independent learning, and
classroom discussions as teaching methods

Reflections….
The lessons MUST be pertinent to the student, not
only to engage the students, but the provide a
foundation for continual learning.
To be successful in achieving scientific academic
excellence, scientific inquiry and activities must be
linked to the content or purpose of the lesson and to
real-life scenarios.

WHY DO FINLAND’S SCHOOLS
GET THE BEST RESULTS?
• The students are taught by the same
teacher for many years. The teacher
really gets to know the child. In the
video the teacher refers to herself as
the child’s “school mother.”
• The students learn multiple languages
at an early age (often 3 to 4
languages).
• The students learn via “team games.”
The teaching methods include whole
class activities where the students and
teachers are standing and
participating.
http://news.bbc.co.uk/2/hi/programmes/world_news_america/8601207.stm

• Finnish students RELAX…
they start their school day by
taking off their shoes, and
wear their socks.
They also call their teachers
by their first name.
• The teachers must all have a Masters degree.
•The classes consist of 3 teachers. There is
always a teacher to help the students who need
extra help.

The country’s culture for
excellence in education begins
at home. Parents have a large
impact on their student’s
academic achievement. In
Finland, the schools get great
support from parents who value
education and promote learning
at home.
The teaching philosophy is based on trust. The
teachers trust the students and the students trust the
teachers.

http://wilsoncenter.org/ondemand/index.cfm?fuseaction=media.play&mediaid=5B039C90-0FBC-3AE3-91CD4F2D9AB55840
MATH AND SCIENCE TEACHING IN NORTHEAST ASIA:
DO THEY DO IT BETTER?
Vivien Steward of the Asia Society says:
China has a ministry of education with clear national standards in science
and math. The textbooks, teachers’ lesson plans and professional
development all align to the national standards.
Academic focus is more ingrained in the culture of the Chinese people than
in the United States. There is no social aspect in Chinese schools with no
extracurricular activities or sports to distract the students.
China’s core curriculum of algebra, geometry,
biology, chemistry and physics is mandatory.
Most of China’s teachers have math and science
backgrounds, even at the elementary school level.

Tadanobu Watanabe, associate professor of mathematics education at
Kennesaw State University says:
There are two types of “national” educational controls in Japan:
(1) Administration of Education (establishes the National Course of
Studies, which covers all subjects with 6 books), and
(2) the Minister of Education (the entity that approves textbooks).
The Japanese textbooks are aligned with the standards, and are
small and concise.
Rather than using technology, an important part of Japanese learning
is for students to come to the chalkboard to present their solutions.

Hyunjoon Park, Assistant Professor of Sociology at the University of
Pennsylvania says:
Korea’s academic success is a result of highly standardized system
with a core curriculum and concise textbooks.
In Korea, there is no differentiation
of students up to the middle school
level. All students of all levels,
regardless of their academic
abilities sit in the same classrooms
and study from the same text book.
High school students are divided into vocational (approximately 30% of
the students) and academic (approximately 70% of the students).

Raymond Simon, United States Deputy Secretary of Education says:
The culture in the United States accepts that it
is OK when people say that they are no good in
math… there is no stigma like there is when
adults say they can’t read.
We need the following in the United States for academic success for
our students:
1. High expectations for kids and a culture that values strong
education; and
2. Respect and support for teachers
We have convinced ourselves that some students will
never achieve academic excellence in math and science

The key to teaching students math
and science is curriculum
standardization and having well-
educated, prepared teachers who
are valued and supported.
The bottom line……..

SUMMARY
Students in other countries are not more
intelligent than students in the United
States…….
They are just taught smarter.
The key to academic success is having clear, standardized goals for
learning and providing tools (i.e. textbooks, and other aides) that are
in alignment with theses goals.
Furthermore, the students must be provided
access to intelligent, highly qualified teachers to
facilitate learning of the established academic
standards.

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