Give your kids the advantage with the award winning easy-to-teach Real Science-4-Kids  

In early December, the latest Trends in International Mathematics and Science Study (TIMSS) results were released. TIMSS is a battery of international math and science tests given yearly to fourth and eighth grade students among dozens of nations.

Sadly science scores for U.S. students have remained about the same for the last dozen years. And those scores have our children ranked among the “medium-achievers” rather than the “high-achievers.”

U.S. fourth grade science students scored only three points higher than fourth graders in Hungary. They scored below Latvia, England, Russia, Japan, Hong Kong, Chinese Taipei, and Singapore.

Our eighth graders were not even listed among the top eight countries, but Slovenia and the Czech Republic were.

The latest U.S. scores in math were nearly as bad. This disappointing news is made worse by the fact that the U.S. education system has stated a concerted effort to improve science education in order for our country to compete in the age of technology and science.

Our students are not connecting with science – that’s what these latest figures say to me. Either because we do not provide enough opportunity in the form of available coursework in chemistry, biology or physics; or we are not offering an effective curriculum.

From the first biology textbook I wrote for Real Science-4-Kids, my mission was to find just the right age-appropriate balance between presenting “real” scientific terms and knowledge and presenting that information in ways that engage the student.

Educators know that elementary students can more easily understand – and assimilate – the complexities of both science and math when they have learned the simple basics, in context with other disciplines, early on. Yet we are not teaching these foundational subjects often enough and early enough. Research shows that having even one year of foundational science in elementary school will improve a student’s ability to understand and recall in high school when true science courses traditionally begin. Note: a great list of what supports learning in elementary school can be found at the National Science Teachers Association site: http://www.nsta.org/about/positions/elementary.aspx

I developed a series of texts called Kogs-4-Kids specifically to show students how what they learn in science courses connects to other disciplines and their world at large. We retain knowledge much better when we understand its relevance to our lives.

When children are introduced to the process of scientific inquiry along with scientific fact that relates to their world, they gain problem-solving skills that work for them their entire lifetime. Let’s empower our children with an understanding of science that allows them to stand among the international high-achievers in years to come.