Journal of Science Policy & Governance
​​Volume 20, Issue 02 | May 16, 2022

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

Christine Hirst-Bernhardt, Kama Almasi
Albert Einstein Distinguished Educator Fellowship Program, Washington, DC​

Corresponding author: christinehb@ucsb.edu
Keywords: elementary education; STEM education; science education; elementary education policy; teacher professional development; STEM workforce; STEM pipeline ​
https://doi.org/10.38126/JSPG200204 ​

Executive Summary

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.

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Background header image courtesy of Flickr
Christine Hirst Bernhardt Christine Hirst Bernhardt is currently serving in the U.S. House of Representatives as an Albert Einstein Distinguished Educator Fellow. She holds dual Master’s degrees in Space Studies and Science Education and is pursuing her Ph.D. in STEM Education. She has taught STEM and astronomy courses in middle, high school, college, and educator programs. Christine’s commitment to propelling the intersectional needs of STEM education and passion for bringing space content to the masses has resulted in the development of innovative student space experiment programs and large-scale curricular development projects.
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Kama Almasi Dr. Kama Almasi is currently serving in the U.S. House of Representatives as an Albert Einstein Distinguished Educator Fellow. She earned a Ph.D. in Ecology and initially taught at the university level. To better address the needs for diversity and equity in STEM fields, she pivoted to teach science and mathematics in grades 6-12. Kama has a long history as a liaison between scientists, community partners, and K-12 educators in Oregon and has experience building grant programs, writing grant proposals, and leading professional development experiences for teachers.

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