The Science Of Science Education

Since I was a child in elementary school I was always interested in the sciences. To me it never seemed to matter what type; it could be space science, biology, or even chemistry that I would awe over. Without reading and writing I would never be able to accomplish the understanding that I have today about science; without it I would be in complete ignorance of how evolution and biology worked, or why baking is just palatable chemical reaction, I would have never been able to expand my knowledge outside of what the classroom taught me. I remember when I was still in elementary school all I wanted to learn about was the ocean, but there were no topics of discussion that even narrowly correlated to that subject; I was left

In 9th grade, I began tutoring every Tuesday after school and this continued through 10th grade. During that time, I discovered that my students had a negative disposition towards science. Many saw science as "boring." I wanted to change that idea, to help them realize the wonders of science, to prove that science is fascinating and entertaining. The following summer, I prepared my proposal and pitched my ideas to Mr. Terrence Davis, Director of the Boys and Girls Club of Hopkinsville.

Wheelers said that when kids are little they love science and find all aspects of it extremely fascinating, however, when many students get to middle school and high school, then the science information gets drilled out in lectures and tests all while students are competing against one another to get the best grade.

The answer certainly is not clear cut. This is one of the major reasons why STEM has dwindled in the eyes of the public. It has suffered the effects similar to that of genericide. Genericide is a word used when a term, like science literacy, loses its meaning to a plethora of nuanced use. (Cortessy 1). These effects have come from the many inadequate definitions it has been endowed. Two of these definitions carry the most detriment. First, many people believe that science literacy is something only the elite can acquire (Liu 306). This misconception is spread through the public’s portrayal of math and science as an “impossible subject.” Second, many people think to be scientifically literate, you must know and memorize many trivial facts about math and science (Liu 306). Because of the detriment of these two misconception, Tyson remarks that people feel it’s ok to chuckle when talking about not being good at math, but also remarks it would be outrageous for someone to say they never learned how to read (Tyson

Science is the process of observing, thinking, and reflecting on actions and events, for young children science involves constructing the relationship within which the factual information can be organized into meaningful concepts ( Brewer, J.A,2007)Therefore, engaged in the science and discovery centre children will firstly, gain the knowledge the basic science concepts and show the familiarity with the terminology. Secondly, children would adopt the scientific skills for observing, communicating, comparing, classifying, organizing , measuring and experimenting. Thirdly, being involved in the science and discovery centre children will develop dispositions, and show interest to investigate unusual objects and events. Likewise, children will

According to Susman (2013), “science is a moving target, forever advancing and getting more complicated. It’s hard to keep up and really hard to catch up. What you learn in high school is often so different by the time you have kids of your own that you can’t easily help them with their science homework. Science changes faster than iPod models”. In this case study, Clifton High School principal believed that “students learn Science by doing, not simply by watching” (Picciano, 2011, p. 182). In 2009, the principal had trouble recruiting qualified science teachers and providing a full Science teaching program.

Science seems to have always been interesting, just not in a classroom. School science classes bored me. To me, it was just memorizing vocabulary. It was always science outside of school that excited me. I remember as a child I would spend Saturday afternoon parked in front of the basement T.V., my eyes glued to the screen during the Discovery channels Mythbuster marathons. I loved watching the Mythbusters use science to solve problems to do tasks. Even if, that task was often causing something to go catastrophically wrong. Mythbusters made me take notice of the everyday things around me that, in all actuality, were super complex. This curiosity extended beyond those T.V. Saturdays. Soon enough I was playing in the backyard trying to make potions

Learning science can be exciting if you have the right teacher. Science classes are not challenging, however depending on the teacher's level of understanding it can be the end of your child's love for science. There are a small number of professions that do not require science, consequently the parent should step in if their desire is for the student to have the opportunity for them to pursue any career they desire. Start by

They fail and they try again but this time doing something different. ?To Really Learn, Fail--- Then Fail Again!? states, ?Kids in many classrooms across the United States are learning science in much the same way. Instead of explaining things to the kids from the front of the classroom, teachers are beginning to instead ?guide from the side.? They are nudging kids to become Edisons --- tinkerers who learn by doing.? This explains why children are learning more than they used to. Teachers are understanding that if the kids figure out most of the experiment by themselves, then they will understand

Humans have always tried to understand scientific concepts relevant to the individual and to society. Basically, the branch of science started out when ancient people like Nicholas Copernicus, began to wonder about our world. Unlike earlier philosophers, Copernicus applied a systematic method to find answers to his question about our solar system. Views of how science works should be kept simple. Observe your world, find a problem to solve and then apply methods to find the answer. Young children do this naturally. Education should take adavantage of the natural curiosity of the children and apply it to the classroom. Always considering safety of course, teachers should allow time for observation and let students discover answers through their own experimentation. While prominent professors claim science teaching is complicated, like when Richard, J. Hamilton from Arizona State University claims "The whole prosess of learning has turned out to be far more complex than most imagined, and I believe that science educators are struggling to find a new, more effective approach to the complexity" (Hamilton, 1992, p. 202). Respectfully disagreeing, science is still simple. Two like charges simply repel and discovering the concept is not complex. Students learn by exploring and teaching science must incorporate this hands-on approach in order to reach mastery of required teaching

I also agree that bringing actual scientists to school will make kids more excited to learn. A few of my teachers in high school actually brought some of scientists and mathematics to our classes. I felt so excited and pay attention to everything they said.

Accordingly to Bell’s article for levels of inquiry, “The National Science Education Stamdards characterize inquiry instruction as involving students in a form of active learning that emphasizes questioning, data analysis, and critical thinking.” The level of inquiry that was planned in this 5E lesson is a guided inquiry. In this lesson plan, the students are investigating teacher-presented questions using student designed and selected procedures. As we may know, the less information that is given to a learner, the higher the level of inquiry will be.

The concept of Science literacy relates to a person’s knowledge of scientific facts in a variety of areas of study. In addition, Science literacy also entails a person’s ability to access and utilize methods of science when confronted with dilemmas. A person’s knowledge as it pertains to science is closely associated to their interest. Pew Research Center studies indicates that people’s knowledge of science often has a direct link in explaining their attitudes on science-related issues. However, scholars strongly believed, “A public with more knowledge of scientific facts and principles is often seen as one better able to understand these developments and make informed judgements (HTTP:// www.pewresearch. Org/staff/carry-funk).

Students are considered to be scientists in the inquiry process. Children will view themselves as scientists as they learn. They look forward to science, demonstrate a desire to learn more, seek collaboration with their classmates, they are confident in doing science, and willing to take risks. Students are readily engaged in exploring science. They have curiosity, ponder observations, move around to get the materials they need, and have the opportunity to try out their ideas. Students are able to communicate using various amounts of methods. They express their ideas in journals, reporting, or drawing. They listen, speak, and write about science. They communicate their level of understanding of concepts and ideas. The students propose explanations and solutions based off their data. They use investigations to satisfy their own questions. They sort out information that is needed and important. They become willing to revise explanations and gain new knowledge. They raise questions, use questions to lead them to investigations, and students begin to enjoy using questions to ponder ideas. Students begin to observe rather than look. They see details, detect sequences, and notice change, similarities, and differences. The students begin to make

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing