stand up for REAL science

Elementary science teachers receive little instruction in science. Part of this is understandable because of the emphasis on reading, writing, and basic mathematics that comprise childrens' basic literacy toolkit. But I've heard discouraging reports from professors of general education science courses about the dearth of scientific literacy among their students who are elementary education majors.

So, it's safe to say that the instructor of a science teaching methods course has considerable influence on what these elementary science teachers actually do in the classroom. Which is why I found the following little news item - "IPFW religious forum explores the nature of science" - troubling, with the concerning bit bolded:

Nowak is an associate professor of science education at IPFW [Indiana University-Purdue University at Fort Wayne] and director of Northeast Indiana Science, Technology, Engineering, and Mathematics (NISTEM) Education Resource Center. He will discuss why people believe the theory of intelligent design is not true science and attempt to demonstrate that intelligent design should be considered a scientific theory.

Dr. Jeff Nowak has been listed as the instructor for IPFW's "EDUC Q200 - Introduction to Scientific Inquiry" as well as the faculty advisor for IPFW's InterVarsity Christian Fellowship. This fall, Nowak is listed as teaching "EDUC-E328-01 Science In Elem Sch:"

Objectives, philosophy, selection, and organization of science materials and methods. Concept development and use of multidimensional materials in science experiments. Analysis of assessment techniques and bibliographical materials. Public school participation required.

This course is likely the only science pedagogy course these future grade school teachers will receive.

We're not sure why Dr. Nowak considers his own background and experiences to be superior to those of the vast majority of scientists and science educators in this country. Likewise, his religious beliefs are rightfully not considered in evaluating his job performance.

When a key science education professor is taking a public, pro-IDcreationism stance, though, one has to wonder how far the ID movement has infested public education.

Of course, this has been the goal of the ID movement all along: get ID into the public school science classrooms through political pressure and stealth instead of actually doing the scientific research.