Finishing First in Science Education

Dr. Johnson's case studies reflect her experience in the educational system as she presents views from all stakeholders-- teachers, principals, and students. Dr. Johnson does not just recognize the difficulty of implementing new methods for STEM learning, she presents approaches to overcoming these obstacles. --Susan K. Daniels, executive director, Fascinate-U Childrens Museum How insightful, purely ingenious! Lillian has taken a tremendous leap into the assessment of how we deliver our science training programs. Often, we focus on methods of teaching science. But how are science teachers delivering lessons? Are we training pre-service teachers to think, explore multiple options, develop their own roadmaps, and attack problems from different perspectives? Lillian dove headfirst into seeking answers to these vital questions. It is of paramount importance for schools of education to refocus and revisit the training programs to help preservice teachers. The only way we can become 'first in science' is to embed teachers with skills that help them to become exceptional science teachers who educate exceptional science students. --Rona Leach McLeod, Ed. D (retired), associate professor, St. Andrews University, A Branch of Webber International University Laurinburg, North Carolina We need as many minds as possible familiar with numerous phases of STEM, helping to solve the myriad of problems in our deteriorating environment. Finishing First in Science Education presents an excellent concept of using scenarios and case studies to reach teachers in training. --Clara Miller, retired Army Colonel, Medical Nutrition Science, RD, Registered Dietician, American Dietetic Association