When Should Science Instruction begin and How Long Should it Continue?

Every student should study a meaningful amount of science every year, beginning in kindergarten, or even earlier, and continuing until high school graduation. That is the consensus emerging from major studies of science education. 

Reality, however, is far from this ideal. In most elementary schools, science receives considerably less attention than reading, writing, and mathematics. In kindergarten through grade three, less than 20 minutes daily is spent on science, on average; in the upper elementary grades, the average is about half an hour. The underlying message is that science is not all that important. 

Research has found a positive relationship between the amount of science instruction students receive in elementary school and their participation and achievement in science courses in sec­ondary school. Building on this notion, most people who have studied the issue strongly recommend that science be treated as a genuine "basic" in the elementary school curriculum and thereafter. Some groups have proposed specific amounts of time for science at different levels of schooling.

It is not just a question of the amount of science, but also of the quality of instruction. While the presence of active, high-quality science education in the formative years will not ensure that all students become scientifically literate, experience suggests that its absence is even less likely to fulfill this goal. Good science teaching and learning in elementary schools does not require expensive and complicated equipment, just a teacher with the imagination to design simple and concrete experiments that will "hook" children in the active pursuit of scientific knowledge

At the middle school level, students need instruction that links the concrete learning they acquired in elementary school with the more abstract concepts and critical thinking demands of high school science. They also benefit from instruction that emphasizes the personal, career, and social uses of science, builds on their growing need for independence; and takes into account special concerns of adolescents, such as human development.    

At the high school level, it is critical that all students receive quality science courses. Particular attention should be paid to students who have been underrepresented in science, including girls, ethnic-minority students, and students pursuing vocational studies. Regardless of gender, demographics, social group, or career aspirations; all students will be better prepared for the future as a result of the thinking skills and habits of mind that the study of science builds.

        Science learning does not end with formal schooling. The need for scientific literacy among all citizens suggests that the nation should embrace the concept of lifelong learning in science. However, while many education options exist for adults who need to upgrade specific technical and job-related skills, there are far fewer opportunities for those who wish to gain a deeper understanding of science.