AN INDUSTRY-SPONSORED IN-SERVICE TRAINING PROGRAM FOR HIGH-SCHOOL SCIENCE TEACHERS ROLLAND J. GLADIEUX Kenmore Senior High School, Kenmore, New York
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quality of science teaching a t the high-school level is a topic of concern to thoughtful persons everywhere, and with justification. The problems that beset high-school science teachers are many. One problem is their general inadequacy of preparation for the job that needs to be done, and a second is the general low esteem or lack of prestige that seems t,o go with the position. A training program was conceived of and is coordinated by the writer. Fundamentally the plan enlists the aid of local science-based industries in solving problems of high-school science education. It has developed out of t,he realization of the relationship which exists between the quality of science instruction, technological progress, and the economic well-being of our nation. Furthermore the program recognizes the strategic role of the high-school science teacher in identifying students of high science potential and thus influencing them to choose careers in science. High-school srienre teachers of the Xiagara Frontier have been invit,ed to participate in a series of refresher lectures, an in-service training program, which is sponsored by local industry. Fifteen sessions per semester are planned for consecutive Wednesday evenings. Some of these meetings are held At the plant facilities and the remainder a t a downtown hotel. In the former case the program consists of dinner, a guided tour of plant operations, and lecture-demonstrations appropriate to the industry. In the latter case the technical program is preceded by a cockt,ail hour and dinner. The industrial organizations pick up the check for the group of 30 srience teachers and the selected representatives of the host industry. The cockt,ail-hour-dinner type of meeting is important to the program, for it is here that science t,eachers and industrial personnel can mingle freely, rub elho~rs,break doxr-n the barriers if such exist, and really learn what the other person is like. The program is limited to 30 teachers per semester for reasons of spare, cost, and effiriency. The first series of meet,ings vas held in September, 1954, with the second round beginning in February, 1955. A third group of 30 high-school scienre teachers was registered for the third round of refresher meetings beginning in September, 1955. The program is now in its fourth round with 30 teachers participating, one from each of 30 different high schools of the Niagara Frontier.
The lectures and demonstrations deal with topics in modern chemist,ryand physics related to the sciencebased industries of the Xagara Frontier. The scientists who have been assigned to this project by their respective rompanies are among the best in the area. They are rerognized leaders and authorities in their special fields. It is evident that the participant,^ could not buy the unique content of this program for any price. Typiral of t,heir comments is, "It is something I have wanted for years!" The only briefing that has been given speakers is that their presentation be given a "principles of science" approarh, that the talk relate in some way to the industry's problems, processes, and/or products, and that the information be wch that it can be reflected, in enriched classroom teaching. Animated disrussions have followed the talks. A typical t,opir is "The story of pomer on the Kiagars Front,ier." hlany giants of science, industry, and technology are involved in this story of America's great, free enterprise, including Edison, Brush, Tesla, Westinghouse, Stanley, and Steinmetz. Another topic is "A historical survey of the chemical and electrochemical industries of t,he Niagara Frontier." Here again the story is replete with such titans as Hall, Acheson, Castner, and Wilson. Some of the topics have been selected because they have not yet found their way into textbooks and courses of study, for example, t,he automation of industrial processes and the role of electronic computers in industry. Other topics mere selected because they are roncerned with srience-related currentlt controversial issues, such as industry's side of the problem of water and air pollution, and free enterprise versus governmental pover development. Still other topics were chosen simply to bring the teacher's knowledge up to date, for example, "Developments in silicon chemistry," "Semi-conductors and the tran-sistor," and "Snrlear polver plant development." What does t,he t,eacher gain from this program? As already ment,ioned, an updating of his knowledge of science. The rapid developments in science t,end quickly to outpace one's formal university training. He receives a lift in morale by knowledge of the fact that industry does recognize his strategic importance, that industry is interested in and concerned with his problems. This rould well result in a boost in tearher enthusiasm which is so vit,al in the classroom. I n
VOLUME 33, NO. 9, SEPTEMBER, 1956
addition, each teacher receives two units of credit from the New York State Education Department for renewal of his teaching license and for placement upon salary schedule. Besides giving the endeavor its official blessing, the State Education Department is most enthusiastic over its potentialities for improving the quality of science instruction. It is sending its own representatives to the meetings. What will industry gain from the program? It is the writer's opinion that science teachers in general mill be everlastingly grateful to the agency that gives them recognition for the job that they are doing, raises their social status, or enhances their prestige. Highschool science teachers can and will imbue the boys and girls in their care with the role that industry has played in shaping our society, and develop attitudes favorable to industry in the minds of high-school students. Although the subject matter of the lectures is concerned basically with principles of science, nevertheless the whole program helps to make both students and teachers industry-conscious by emphasizing industry's free enterprise system. Furthermore, industry is a buyer of scientific personnel. The scientists and en-
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gineers of tomorrow are in our schools today; their knowledge, skills, and attitudes are being molded by the high-school science teacher. So the project is a two-way street, with benefits being received by both stience teachers and industry. The cooperation by industry in the program is outstanding. About 40 industrial organizations of the Niagara Frontier have participated in the program in one or more ways. Financial contributions from the industries are used for providing teacher participants with memberships in science-teacher organizations and professional scientific societies and with subscriptions to scientific journals. In addition, most of the industries have provided educational literature dealing with the history and romance of their company's product. This is the Niagara Frontier's answer to the prohlems of the high-school science teacher, problems long recognized, but too long unresolved. Ultimately society will benefit from the solution of these problems, not only from the point of view of the training of future scientists, but also from the perspective of the development of future citizens.
