Effectively Incorporating
Community-Based Science Education
Rachelle Bisaillon
Faculty of Education
Abstract
Increasing community involvement in science classrooms is
believed to be highly beneficial to student engagement and
interests towards careers in science. However, little is known
about whether local professionals– although potentially
available and interested in contributing to student learning –
are able to effectively connect to local schools. The main
objective of this study was to identify, describe and analyze
the barriers and opportunities that exist to linking individual
experts in the community with the local secondary science
teachers in Cornwall (Ontario). The rethinking of effective
community-based science education is discussed.
Introduction
The isolation of teachers and students from their community
is a historic issue that must be addressed (Kincheloe, 1995).
Otherwise, this school-community segregation can become a
barrier for students to learn how to navigate the complexities
of life that exist outside the school. Alternatively, in a more
community-based oriented education, students can engage in
curricular topics that explicitly relate to where they live, thus
relying on their community as a source and location of learning
(Fazio, 2016).
The immense knowledge that exists within a community
setting has the potential to captivate students’ interest in
powerful ways, especially in science where students have
trouble making that connection to the real world (Richmond,
2017). Thus, to presence of local professionals in classrooms
can make the connection between schools and communities
real.
Methods
The recording, transcription and thematic analysis of 5
semi-structured interviews that lasted no more than 30 mins
with representatives of individual professionals and experts
was used to gather insights into existing barriers between
community members and local science secondary teachers in
Cornwall, ON. The questions pertained on their experience in
the classroom, problems that they have encountered, advice
to improve their experience and involvement of their
classroom teacher.
Results
● All participants mentioned that it was the classroom
teachers that made contact with them to arrange the
presentation.
● Participants agreed that it is more important to focus on
knowledge and links they can make to the classroom.
● Participants that have been in less than 5 times in high
school classrooms as a guest speaker wanted more details
of specific expectations, results, end goals, outline of the
students, number of students and student vocabulary
comprehension.
● Participants with more experience preferred having the
liberty of doing whatever they thought might be of interest to
the students and only needed general guidelines.
● All participants agreed that they would like to know if their
students have studied the subject that they are about to talk
about.
“The best way that teacher were able to keep
their students engaged was by providing them
with a follow up activity on what was just
presented. There is usually a whole different
level of engagement when there is work
associated with it”.
● The participants appreciate when teachers avoid being very
strict about classroom discipline.
“I don’t like disruption in the classroom when
it is of a malicious nature, but when it is just
class disruption because of excitement about
science, there is no need to intervene“.
● 2 out of 5 participants mentioned that they have had
teachers leave the classroom for an extended period of time
while the guest speaker was presenting. These participants
mentioned that they will never return to that teacher class
because they felt undervalued and unappreciated.
Analysis
Educators need to be the ones that go out of our ways to make
community-based science education happen.
Having the guest speakers talk about their career allows
students to understand any misconceptions about jobs. Yet, it
is important to understand that not all students are going to
want to have the same career as the guest speaker’s.
Therefore, teachers should make the guest speaker aware to
not use some of their time to speak about the connections
between their jobs and science.
In addition, it is important to get to know your guest speaker
and understand their comfort level in the classroom. Teacher
should share with them their class profile and warn them of
any common disruptive behaviors that they might encounter,
thus if they do encounter it they will feel more at ease.
In the interest of a higher educational experience for your
students, guest speakers need to know if your students have
studied the subject before, as well as if they presentation will
be an introduction or conclusion to the topic.
“Science is an exciting subject but sometimes in
school it can become a grueling and boring
subject when taught to memorize concepts,
therefore when there is excitement about the
subject, let it take place”.
For a teacher to leave the classroom when the speaker is
presenting, is not only impolite but -- as indicated by the
participants -- a sign of underappreciation and disrespect.
Participants appreciate receiving a round of applause at the
end, as well as a thank you letter along with a follow up email
on the appreciation of the students.
Conclusions
The science curriculum should not just be confined to an
authentic classroom environment and to the pages of
textbooks. We know that communities have an abundance of
experiences to offer students and teachers (Kincheloe, 1995).
The best way to get your students excited about science is by
relating science to their everyday life, and what better way to
make those connections than bringing in a member of their
community (Roth, 2004). The only thing better than classroom
visits from guest speakers is actually getting students out into
the community, so that your students can experience
place-based education (Sobel, n.d.; Davidsson, 2012). Yet,
school funding for school buses as well as consent forms
requirements from both the board and the student’s parents
make it more difficult for teachers to give that experience to
their students. Having members from the community visiting
classrooms proves to be great way to reach a
community-based approach to education with the resources
that are currently available.
Bibliography
Davidsson, E., & Jakobsson, A. (Eds.). (2012). Understanding interactions at science centers and museums. Berlin,
Germany: Springer Science & Business Media.
Fazio, X. 2016. Science Learning with and in Communities. Education Canada. p. 10-13.
Kincheloe, J. & Steinberg, S. (1995). Thirteen questions (1st ed., pp. 75-76). New York: P. Lang.
Richmond, G. 2017. The Power of Community Partnership in the Preparation of Teachers. Journal of Teacher Education,
68 (1), p. 6-8.
Roth, W. & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263-291.
http://dx.doi.org/10.1002/sce.10113
Sobel, D. (n.d.). Place-based education: Connecting classroom and community. Available at
http://www.antiochne.edu/wp-content/uploads/2012/08/pbexcerpt.pdf
Principal Researcher’s contact information: rbisa056@uottawa.ca
Supervisor: Prof. Giuliano Reis
Imprimé par / printed by: ti.uOttawa.ca/imprimer | it.uOttawa.ca/print