Hardwired to learn science but left out of the landscape: the role of expanding access to quality science education in America for elementary learners

Abstract

There has never been a greater need for a scientifically literate population, yet science education remains inaccessible for many learners. National STEM priorities continue to focus on older learners and adults while failing to expand access to elementary school students. In the past 30 years, science instructional minutes have decreased dramatically, likely the unintentional outcome of accountability metrics that overemphasize math and reading at the expense of other subjects. In some districts, students do not receive any science until middle grades. Elementary teachers may not receive any instruction in science and lack the confidence and resources to effectively weave content into their already overflowing plate. The National Academies of Science, Engineering, and Medicine recently published two reports that identify widespread disparities in access to science education while also outlining growth opportunities. These reports address the causes and impacts of the disparities, and outline recommended solutions at all levels. Here we present our arguments for integrating high-quality science in elementary classrooms, drawing heavily on the reports for evidence and potential solutions. The pandemic and climate change have focused attention on the vital role of science in our lives; it’s time to invest in our youngest learners and natural-born scientists with opportunities to leverage their innate skills and prepare them as the leaders of tomorrow.