Introduction Student achievement in science at the research location is in need of improvement. In order to address the needs of the students and ensure they are retaining the information they are taught, research has been conducted on proven methods of science instruction. Review of the Literature How well a person understands science affects their lives, both personal and civic. A basic understanding of science gives people information to inform their decisions about their health, reproduction, their understanding of the news and world events, how they vote and how they interact with their environment. Elementary and middle schools in the United States are so focused on students learning to read and do math that they are not preparing students for the social and environmental challenges to come (Boggs, 2013).
In my classroom it would be important for me to stress that everyone 's opinion matters and it is important to listen to what other people’s opinion’s and ideas are in order to form new ideas. Science may not people’s favorite subject to learn or study, however no matter what our opinions are, future educators must put those feelings aside in order for the students to be fully educated. Science classrooms should be centered around a hands on curriculum for the students to fully benefit and understand how important science really
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
I imagine the Internet has various resources for integrating computer based instruction into the classroom. As a Health Science teacher, I set high standards in the process of challenging my students. Critical thinking by inductive and deductive reasoning, analyzing, synthesizing, and applying information to realia--or real world context--is crucial in preparing students for college and beyond. I imagine that computers can enable my students to display these forms of learning through the utilization of computer based interactive curriculum. The Search Prior to my search, I was curious to why computers were not as effective as the general public assumed, as Oppenheimer had concluded.
In science education the word constructivism is commonly used by science educator. Constructivism is a learning theory based on the idea that leaners learn and construct meaning and develop understanding based on their experiences in connection to their prior understanding. It may sound that the constructivist science educators favor the traditional teaching approaches by bombarding students with facts, however, the inquiry-based approaches in teaching support constructivist idea of learning as well. In inquiry oriented classroom, teacher-student interaction forms the important component of classroom talk. Teachers are regular component of classroom talk and they play a crucial role in constructing the nature of discourse in a lesson.
Teaching the specialized subjects like Math, Science, Physics and chemistry requires practical work for understanding the topics easily. The main purpose of this paper is to explore the impact of practical work on students learning at higher secondary school. It may be helpful, though, to start with some general interpretation about learning to put down the structure for the conversation later on in the paper. Learning is a term which is used in every field of educational research. It is considered as acquiring of information, knowledge from different experiences that comes in our life.
We are constantly learning new things everyday that changes our attitudes and beliefs about the world. Science is important because it allows us to open up avenues that can't be explored by English and religion and such science allows you to blend the basics of English and maths as well as other basics such as art, geography, to understand the world better. Children are like philosophers, having a thirst for new knowledge and open to new experiences. Children pick up on many things that adults will miss out on which incorporates everyday science such as observing and noticing the patterns in a leaf or looking at the beauty of a flower. We should be encouraging children to think and appreciate that there is more to and behind the natural world then we can see.
Computer programs are being created everyday to aid in the understanding of mathematical concepts. Calculators are replacing the pen and paper method of tabulating answers. The question that remains is, “Are the uses of technology helping or harming the classroom environment?” I do not have the answer to this question but from reading the National Council of Teachers of Mathematics (NCTM) Technology Principle and viewing the Mathematics Association of America website I can offer personal opinions on this issue. I agree with the Technology Principle when it states, “Technology should be used to enhance the classroom experience but should not be a replacement for basic understandings.” I believe that basic concepts (addition, subtraction, multiplication, etc.) should be taught by hand first, and then when these concepts are used to solve higherlevel math problems, a calculator may be used to speed the process along.
In order to have an unforgettable science experience, you have to have a hands-on experience. After all of my science experiences, both learning and teaching, the ones that I remember most are the ones that were hands-on. I believe that science should be very hands-on because it provides an experience that cannot really be done with any other subject. Hands-on lessons are also known as inquiry-based learning. When teaching an inquiry-based lesson, teachers have to think out of the box and create experiments for students to perform to come to a conclusion for their learning.
Discussions in the elementary science classroom are crucial to understanding scientific concepts. Unfortunately, the term discussions may lead us to imagine the whole group reading, followed by questions generated by the teacher, students restating what was previously read, and finally the teacher evaluating the students’ statements for correctness. This method of discussion is commonly known as initiation-response-feedback or IRF (Willington, 2011). This unfortunate scenario can be replaced by a more meaningful exchange known as inquiry based discussions. An alternative to IRF is inquiry based discussions.