Teachers must catch the children’s interest and once they get it they cannot lose it. A teacher can motivate their children to love science in many ways. They can motivate their children by giving them a prize or a gift to reward them for doing their work or by participating in class activity. For example, in the science class if a child answers a question correctly then the teacher will give that child a prize or a gift as a reward. This will motivate not only that child but also other children in the class to take part more in classroom activity thus, it will help them to improve and perform better in class.
Science is an important part of the basic foundation for the education of school children. Science lesson gives students to develop their creativity. It helps them to understand the environment and this will result to their better creative power. It is necessary for science students to explore their environment and discover something new to them. A struggling
There are a number of instructional strategies that a teacher can use to support effective learning among students, especially when they are learning in groups. Inquiry-based learning is one of the instructional methods that a teacher can use to facilitate learning among student groups. Inquiry-based learning can be used to teach all science subjects, as it enables students to practice critical thinking and problem solving skills when looking for solutions. This method is extremely student-directed and student-centered and only requires teac... ... middle of paper ... ...proven that education is most effective when the teacher and learners are clear about the objectives and expected outcomes. This explains why it is important to incorporate performance and behavioral objectives into teaching plans, especially in science lessons.
Overcoming the barrier of different learning styles within a standard classroom has been a significant issue for some time now and teaching methods in connection to technology have long been up for debate. But, by utilizing technology’s many usages, a teacher can better connect with individual students and encourage their individual learning styles. A study over a new technological software, the Curriculum Customization Service (CCS), designed to connect teachers to varying academic resources, customizing them for the teacher, conducted by Mimi Recker, Lei Ye, Andrew Walker, Heather Leary, and Min Yaun, found that “at the end of the deployment year, teachers in the impact study reported significant increases in their awareness of other...teachers’ practices and in their frequency of using interactive resources in their lesson planning and classroom teaching” (372). The CCS demonstrates a connection between professionals, resulting in more interactive teaching practices more fitting to their individual students. Still, some teachers discourage technology in the classroom for fear of cognitive offloading, the tendency to rely on the internet for memory-aid.
In particular, students desired more teacher support (r2 = .88) suggesting a need to enhance teachers’ role in facilitating ICT-rich learning environments. Simple correlation and multiple regression analysis findings indicated that technology teaching (p<0.001) was the most significant predictor of students’ attitudes towards Science (r=0.40, β=0.20), academic efficacy (r=0.43, β=0.21), and academic achievement (r=0.30, β=0.20). The limitation of the study was that data gathered for teacher support and technology learning could vary across classes depending on factors such as the confidence level of students in using technology, teacher-student rapport, and additional follow-up by teacher after classroom learning. The covariance of these independent variables could be obtained to better predict the impact of technology learning in achieving the student outcomes. Another limitation is the varied profiles and wide ... ... middle of paper ... ...
First, I can help the students think that in science class it is not just about getting the grade, but it is about learning. This will allow them to not as quick just do assignments to get an “A” or whatever their chosen grade is, but to allow them to do an assignment to learn and get the most they can out of the task by being involved. Another aspect that will increase mastery is showing the students why it is important to know what they are learning. I can show the students how the science content relates to them and can apply it to their own life. For example it is important to learn about the different states of matter (solid, liquid, and gas) as we experience everyday with ice cubes, drinking water, and water evaporating when it boils.
According to Gallenstein (2005), she asserts that “inquiry assists in the development of the understanding of scientific concepts, helps students ‘know how we know’ in science, develop... ... middle of paper ... ... regards on how they view themselves as learners. In short, teachers will encounter diverse student learning, and they need to do more than merely direct instruction that fulfills the school curriculum. Teachers also need to realize that their responsibility should be geared towards student learning. In order to ensure student learning, teachers must engage their students within the lesson, establish a positive, learning environment, and assess their students for the student’s sake. Works Cited Davis, E.A., Petish, D., Smithey, J.
Students therefore, become innovative and creative through construction of new knowledge. The role of the teacher in a constructivist classroom is to mentor the students through the use of quested learning and encourages students to problem-solve. Here students are encouraged thoughtful reflection on their learning experience. Contradictory, to most average classrooms the student in this type of classroom is looking for the answer rather that it be given to them. Students consequently learn better when they use creativity and originality to come across learning.
It can benefit the students in the classroom to be more confident and excited about science. At the same time, it can help the educator. The educator will become more confident and knowledgeable in the concepts. This will lead to possibly a stronger curriculum in the end. This will be beneficial to the school’s district.
Now, I visualize science as an imperative subject to teach students. If teachers spend more time planning to teach science, choose hands-on tasks, use formative assessments and allow students to make observations and inferences, then science can become extremely interesting. Too many dull teachers have drained the excitement out of science instead of using the necessary tools