Children are born with a natural curiosity about the world around them. By ninth grade, however, this innate interest has too often faded or been transformed into apprehension-or even fear. [1] Reflecting this trend, the scientific literacy of U.S. high school graduates is well below the international average. [2] This steep decline in science and math achievement after fourth grade is attributed to content-laden science curricula that lack real-world applications. In Washington, this decline was recently confirmed by the fact that only about one-third of the State’s 8th - and 10th - graders passed the first state science exam in 2003. [3] A lack of instruction in scientific inquiry is cited as a major reason the passage rate was so low.


Capturing children’s attention early, and continually nurturing their inherent scientific curiosity, is critical to achieving scientific literacy. The National Research Council’s 1996 National Science Education Standards (NSES) endorse inquiry-based education as the ideal way for students to gain knowledge and an understanding of the world around them. Research shows that inquiry-based learning fosters scientific literacy and understanding of science processes, develops vocabulary knowledge and conceptual understanding, advances critical thinking skills, and promotes positive attitudes toward science. [4]

Salish Sea Expeditions’ ocean related inquiry-based programs are well-designed to stem the tide of scientific illiteracy. Their hands-on multi-disciplinary nature lends itself to teaching the basic principles of biology, chemistry, geology, physics, and mathematics in an engaging, novel manner. Principles of the core sciences, many of which are relatively abstract, become more tangible and easier to grasp when introduced through ocean examples. [5]

Furthermore, most students in Western Washington, despite their proximity to Puget Sound, have little opportunity to connect with and constructively explore the marine realm. This is especially true for students from modest backgrounds, who are typically foreigners to the vast ecosystem in their own backyards due to the expense of boating. Students lack a full awareness and understanding of the Sound, its health, the benefits it provides, and its connection to the region’s collective well-being.

Puget Sound is a central ecosystem in the Pacific Northwest, a major component of our local watershed, and affects the lives of all Western Washington residents. The Sound provides habitat for a wide variety of life and supports major economic and recreational uses. As the region’s human population increases, water quality threats to the Sound from pollution and development also grow. Stewardship of Pacific Northwest natural resources will fall to the next generation of scientists, managers, activists, and involved citizens. Appreciation for and understanding of local ecosystems is the first critical step towards being willing and eager to assume this responsibility.

Salish programs not only advance science education, they also foster a strong connection between youth and the marine environment. A study of forty schools in twelve states found that students exposed to hands-on and environment-based approaches to learning like Salish become enthusiastic, self-motivated learners, and gain a wealth of added educational benefits including: a comprehensive understanding of their environment, advanced thinking skills leading to discovery and real world problem solving, and community involvement. [6] This underscores the power programs like Salish Sea Expeditions, which use the student’s world as a conduit for reaching and engaging students.

References

1 McManus, D.A. et al. (2000) Center for Ocean Science Education Excellence: Report of a Workshop Sponsored by the National Science Foundation. Ocean Springs. MS: University of Southern Mississippi .

2 Calsyn, C., P. Gonzales, and M. Frase.  (1999) Highlights from TIMSS [Trends in International Mathematics and Science Study]. Washington D.C.: National Center for Education Statistics .

3 Shaw, Linda. ( 2003) “Only one-third of students pass first WASL science test.” The Seattle Times, October 18th, Local Section.

4 Lindberg, D.H. (1990) What goes 'round comes 'round doing science. Childhood Education, Winter 67(2) 79-81.

Lloyd, C. V., & Contreras, N. J.  (1987) What research says: Science inside-out. Science and Children, October 25(2), 30-31.

Narode, R., et al. (1987)Teaching thinking skills: Science. National Education Association. ED 320 755.

Kyle, W. C., Jr, et al. (1985) What research says: Science through discovery: students love it. Science and Children. October 23(2), 39-41.

Lieberman, Gerald A. and Hoody, Linda L. (1998) Closing the Achievement Gap. State Education and Environment Roundtable.

5 National Oceanic and Atmospheric Administration, U.S. Department of Commerce. (2004) Preliminary Report of the U.S. Commission on Ocean Policy, Chapter 8: Promoting Lifelong Ocean Education. As viewed May 14, 2004, http://www.oceancommission.gov.

6 Calsyn, C., P. Gonzales, and M. Frase. (1999) Highlights from TIMSS [Trends in International Mathematics and Science Study.] Washington D.C.: National Center for Education Statistics.