The United States is confronting important challenges at both the early and late stages of science education. At the level of K–12 education, a recent National Research Council report (Successful K–12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K–12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.
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机译：在科学教育的早期和晚期，美国都面临着重要的挑战。在K-12教育方面，美国国家研究委员会（National Research Council）最近的一份报告（成功的K-12 STEM教育）提出了对科学教学方式的大胆改组，从记忆事实和强调动手，基于探究的学习和对科学过程有更深入的了解。在较高的培训水平上，有限的科学资金导致博士生寻求研究以外的领域的培训和职业。科学博士学位在K-12教育的未来，尤其是在高中阶段能否发挥更大的作用？我们通过讨论博士学位可以在高中教育中扮演的角色以及博士学位进入教学行业的当前和相当大的障碍，探讨了这个问题，并最终提出了缓解合格博士进入高中教育的方法。
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