Robert Loree
Robert Loree's entire career has been dedicated to making Canadian students scientifically literate. He has used many imaginative techniques to involve his students in science and mathematics, including a wide variety of practical science projects, "career shadowing" (mentoring within the community), cooperative education, integrated courses and participation in science fairs. Many of his students give presentations on science to other students and to the community at large. An impressive number of his students and colleagues offered glowing accounts of his teaching, all of them mentioning ways in which their intellectual development was stimulated by Robert's presence in their lives.
In 1989, Robert established the SCIENCE CAN! Foundation (SCICAN), a non-competitive science awards program that encourages students to become more involved in science, technology and the world around them. It complements existing school programs for students in Grade 4 and up.
Approach to teaching
"It doesn't matter who you are, you can find a way to participate in science and technology education."
Science education can't stop at the classroom door if it is going to be effective. Every person or organization has the potential to participate in science education in a meaningful way. There are four important ways to sustain successful science programs:
- provide opportunities for teachers, students, businesses and communities to participate individually or in groups;
- provide encouragement such as incentives, funding, time, materials, publicity, direction, assistance and expertise;
- provide challenges that are meaningful to individuals and groups, such as contests, experiences, assignments and goals; and
- provide recognition suitable to the recipients through media coverage, yearbook articles, certificates, banquets, receptions and assemblies.
Transferable experience
Today, we run a very large program in which students make presentations and do scientific demonstrations as part of a cooperative education program. They made educational presentations to more than 11 000 students last year, which led to support from businesses, government and other community organizations. However, the whole thing started with a simple class project.
To begin, I simply matched senior students with another class in the school or with another teacher in a different school. These students did demonstrations in an area of science that interested them. If you are teaching at a junior level, contact teachers of upper-level classes to see if their students can do demonstrations for your class.
For the students doing the demonstrations, there are two advantages to the program. The first is that, although they are taking on responsibility, they also gain some authority and the extra freedom that goes with it. Once you have a program under way, the first students can encourage others to participate. The second advantage is the deeper understanding of science that the students acquire when they have to learn a subject well enough to teach it to others.
The next step is to formalize the process by setting up teams to provide demonstrations on a regular basis. To do this, you will have to promote the program to your fellow teachers and to the school administration. This can be difficult because political issues often arise.
At this stage, this sort of program can easily dovetail with a cooperative education program. Many companies have science education projects they want to promote, such as those focused on energy conservation, handling of dangerous chemicals and career awareness. Although it is intimidating to approach companies, it is easier to sell this type of activity to them than it is to convince students and teachers.
We run the presentation and co-op education programs in tandem. Two different sponsors contribute $2 500 each, which gives us enough to hire a university student to coordinate the project. The companies, the university student and I then train the students to deliver the program.
We have also hired a placement officer who understands business needs to help us make contacts. That has been very useful.
The core of any co-op program will always be placements where students work with a company for credits. Doing presentations in front of the public and other students is not for everyone. For those students who do adapt to this sort of activity, it is an incredible confidence booster. The presentation program will also help the school to establish contacts to promote itself and its co-op program.