Changing Science Education
— one school, 18 teachers and a couple thousand zebrafish at a time

Mayo Clinic researcher Stephen Ekker, Ph.D., welcomed the principal and teachers from Lincoln K-8 Choice Public School, into his Rochester zebrafish research lab this summer. They were learning to be scientists, and, in turn, developing curriculum modules to enable their students to participate in real scientific research.

Dr. Ekker’s research team and the teachers hoped to develop one classroom research module for each grade. Instead, they’ve come up with about 40. Modules are designed to help teachers engage youngsters across their courses (not just during a science class period), and include components relating the science to history, geography, foreign cultures, social media and more. The whole school — from kindergarten through 8th grade — will be part of this new paradigm, integrating science into life.

In final week of the program, 14-year-olds came in to learn some zebrafish science as well – and to grade the teachers and their new modules.

Student Grant Eckoff compared the old science curriculum and its zebrafish replacement: “I thought it was going to be worksheets, but it was hands-on, and I found that interesting…all the other kids found that interesting too.”

“I’ve always loved science, but this put a new light on it,” said Carly Hanson. “It’s not the old grumpy scientist you see in the movies. It’s people who really have a true passion for their work.”

Drs. Ekker and Chris Pierret wanted to impact student science scores while passing on some of their own enthusiasm. Working with Lincoln’s principal Jim Sonju and paraprofessional Mike Gobin, they brought zebrafish research into classrooms to model human biological responses – as the Mayo investigators do in their labs.

The 18 teachers and paraprofessionals in the externship program received a small stipend, and in many cases, free graduate credit. But there was more.

“The researchers really made me able to ‘see it’…and made me comfortable with the fact that I was able to ask questions.” said Mickey Dunne-Laughland, Lincoln teacher for grades 4 and 5. “I want our kids to be comfortable with the scientists and with me as a teacher – to be able to say ‘I can’t see it.”

Being comfortable with scientists and scientific ideas is important for today’s students – but seems to be lacking. In 2009, Minnesota’s science proficiency scores increased – to a lackluster 46 percent (combined, all grades taking test). These are not low scores in comparison to the rest of the United States. The inability to apply scientific concepts to life – or in the words of Lincoln K-8 student Carly Hanson, “to ask a question and look for an answer,” is an ongoing problem, and one that has far-reaching implications. The teachers at Lincoln hope the zebrafish curriculum will help turn the tide.

“I’ve never seen a group of kids that enthused about a lesson,” says Gobin. “We’re going to have a great year!”