He has teaching down to a science

Originally, Robert Streck planned on being an engineer. The science teacher at St. Ambrose School in Latham explained how he ended up in the classroom instead.

"I started out in electrical engineering," he said. "As I talked to other engineers, I learned that engineers tend to go into management. They aren't doing research and development; they aren't creating. I wanted to be in the thick of it."

So, after working in telecommunications and as an industrial engineer, Mr. Streck heeded the advice of a former teacher and went into teaching five years ago.

Classroom joy

Mr. Streck came to St. Ambrose last year and is enjoying the experience.

A Catholic school is "definitely different" from a public school "from a good point of view," he continued. "The school is smaller, and there are a lot of Religious on staff. I certainly have never worked in a more friendly environment. I don't have to compete with other teachers, and politics aren't a part of this school. That helps my job as a teacher."

He noted that "I took a pay cut to go to St. Ambrose, but there's a lot more to work than money. The money is a hurting point; that matters to a certain degree. But it's not as important as the personal reasons" for choosing to teach at St. Ambrose.

Lab work

Mr. Streck teaches science to sixth-, seventh- and eighth-graders, as well as technology to seventh-graders. While it's common to hear middle-school children ask, "When are we ever going to use this?" Mr. Streck said his students know that they will take away an understanding of why it is important to learn about science and how it fits into life.

He strives to give students the opportunity to do lab experiments at least three times a week. He's found that because the students know they will be doing labs, they are attentive during class; they don't want to miss any information that will help them with their experiments.

The 40-minute class periods "race by too quickly," he said, adding: "I'd love for them to be twice as long. Right now, I have a hard time to get them to move on to the next class."

Critical need

That is a problem many science teachers would like to have. In recent years, there has been concern over how students are faring in science classes. According to the American Association for the Advancement of Science (AAAS), improvement is greatly needed.

"Most Americans would agree that literacy in science is necessary for all citizens in the 21st century," said George Nelson of the AAAS. "Our prosperity, security and health depend directly on the educational achievement of all students, not only those who will become scientists and engineers, but all workers, voters, parents and consumers.

"But, despite this urgent need for science literacy, the 2000 National Assessment of Education Progress science results provide alarming evidence that most of our students are not being prepared for the challenges ahead."

The AAAS believes that improvements in science literacy can be made with changes in the way teachers teach science. "The vast majority of our students today are learning very little science," he said. "They are taught to memorize some facts and vocabulary, but almost never to connect the knowledge into a coherent picture of how the world works and how we have come to know it."

'Wow' factor

Mr. Streck is hoping the way he teaches helps students improve their understanding of science and its applications.

"I want kids to go, 'Wow,' and to ask questions because they want to know more," he said. "I want them to be interested in the world where they live."

Another way he improves science literacy is by using an integrated curriculum. Mr. Streck and the school's math and technology teachers have been using a Math, Science and Technology curriculum. The three work together so that they all present information on the same topic on the same day.

"It's based on hands-on activities," he said. "The students love it. The students are really catching on to the principles. They use the math in science class and then the science in technology."

After school, too

The teacher also offers another way for students to learn about science and experience hands-on applications.

"I run an after-school club," he said. "It's the Miniature Aircraft and Aerodynamics Club."

Students in the club build airplanes and explore flight. Mr. Streck developed an interest in this area when he was in middle school himself and hopes the club will encourage other students to take an interest in science.

(01-23-03) [[In-content Ad]]