Delaware Must Re-prioritize STEM Education!
written by Stephen E. Schwartz
The past months have seen unprecedented stress on global society and especially on schools resulting in huge but unquantified learning deficits. However, in Delaware, there is a resolve to “build back better” utilizing the influx of digital devices, enhanced Wi-Fi access and hybrid combinations of virtual and face-to-face instruction. As a long-time teacher, I see the need to broaden the science, technology, engineering and math (STEM) curriculum using available COVID relief funds to address real-life challenges our children will face for the rest of the 21st century. Students need to know and use the scientific method: defining the problem, making observations, forming and testing hypotheses, and drawing conclusions.
Health Science The COVID-19 crisis has shown how little we know. Daily, we hear that “science clearly shows” numerous diametrically conflicting truths, many of which show how little is understood about health sciences—biology, chemistry, the human body, and the disease process. People need a deeper understanding to make informed decisions about these topics.
Environment Our planet faces stresses from climate change and the depletion/pollution of natural resources. We trust inexpert politicians to decide how to harness solar, wind, and wave energy; protect our water, land and forests; and dispose of waste products. We need better backgrounds in environmental and climate science!
Data Daily, media inundates us with statistics. Much of the data is misused, misunderstood, or just plain wrong. Our democracy requires an informed citizenry who can analyze data, draw conclusions, and differentiate between propaganda and truth.
Technology The pandemic has jolted us into realizing the frequency and potential devastation of cyber threats. Our electric grids, banking system, and other infrastructure are at risk. The real danger of hacks to networks and devices we all use means technological literacy is essential.
In the 1990s, Delaware made a commitment to improvement of STEM education creating an initiative known locally as the “Smithsonian Project.” Between 2000 and 2010, Delaware students showed the greatest improvement on the National Assessment of Educational Progress (NAEP). Delaware ranked highest in the nation for elementary students chosing science as their “favorite.” Unfortunately, Delaware has regressed. The most recent NAEP—before COVID-19—showed over 80% of 4th graders have inquiry-based science only once or twice a month. 69% of elementary teachers feel unprepared to teach science. Many Delaware high schools lack certified teachers for advanced placement courses in science or math.
As a post-sputnik era student, I benefited from the National Defense Education Act as Americans prioritized beating Russians in the race to the moon. As a nation, we won the space race; however, today, we truly face an existential challenge. We must prioritize STEM education. The National Academies of Sciences, Engineering, and Medicine recently issued a “Call for Action” encouraging the focusing of resources to increase the quality and accessibility of science education from kindergarten through college. I urge Delaware lawmakers and education leaders to commit to the drastic improvement of STEM education in Delaware. Both our American workforce and our way of life are at risk!
Dr. Schwartz is a retired English teacher and administrator who lives in Seaford. He was the chairman of the Delaware Science Coalition in the 90s and is a current board member and a former president of the Delaware Foundation for Science and Math Education (DFSME).