ERIC Number: ED396926
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
The Bayer Facts of Science Education II. Today's Students and Tomorrow's Workplace: An Assessment of What Businesses Will Need and What Schools Can Provide, Executive Summary.
Research Communications, Ltd., Dedham, MA.
This paper reports on a nationwide, random telephone survey conducted with elementary school principals and human resources directors to measure the levels of competency and preparedness of students today and in the future for entry-level jobs; attitudes toward the importance of science skills in relation to entry-level employment; assessments of the current and future status of science education; level of support for increasing the emphasis of science education at the elementary school level; and the use and effectiveness of hands-on science activities and teaching methods. Significant findings include: (1) about 60% of human resource directors surveyed do not feel that today's young adults are adequately prepared for current entry-level jobs, especially in the areas of reading and writing, mathematics, and science; (2) human resource directors are even less optimistic about the level of student preparedness for entry-level jobs in the future if no changes are made in teaching; (3) the majority respondents believe that science literacy will be a requirement for entry-level jobs in the future; and (4) overall there is a strong belief that hands-on science will not only be effective in teaching science but it will also be successful in teaching students the necessary skills of the workplace such as critical thinking, problem-solving, and team work. (JRH)
Descriptors: Critical Thinking, Educational Strategies, Elementary Education, Employment, Hands on Science, Human Resources, Problem Solving, Science Activities, Science Education, Teaching Methods
Bayer Corporation, 1 Mellon Center, 500 Grant Street, Pittsburgh, PA 15219-2507.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bayer Corp., Pittsburgh, PA.
Authoring Institution: Research Communications, Ltd., Dedham, MA.