They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
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
Secondly, teachers have to identify the goals and objectives that suit their science students and the expected outcomes of the lessons. The goals set when preparing science teaching plans may be broad in nature, but should at least relate directly to the skills and knowledge that instructors intend to impart to their students. The objectives, unlike goals, need to be specific and should reflect what the teachers want their students to achieve through the tasks they design for them in the learning process. Objectives set in science lessons are usually specific to performance and behavioral in nature (Martin, Sexton, & Franklin, 2009). 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.
Teaching Elementary School Science The National Science Education Standards have set the standards for teaching science. Under Program standard B the standards discuss the best ways children learn science. Program standard B states ì the program of study in the science should be developmentally appropriate, interesting and relevant to students lives: emphasize student understanding through inquiry,, and be connected with other school subjects.î This sums up what teachers need to be doing un their classrooms to teach science. The traditional textbook only and work sheet teaching of science is clearly not recommended with inquiry and hands on experiences. Standard B shows representations of methods to use not only in the teaching of science but other subject areas.
However, I firmly believe in inquiry-based methods. “While some research in this area revealed success stories of students’ learning when they are engaged in student-directed, open-ended scientific inquiry activities, other are more skeptical about how these activities impact students’ learning in and of science” (Wong, 2012, pp. 197). Like mentioned early, there is always a skeptic in every situation; therefore, teachers cannot let skeptics keep them from following their philosophy for teaching in each and every subject. It is crucial for teacher to teach in the way that works for them and most importantly works for their students and their learning; no matter what other parties
Science is also important for kids to know because it can open their eyes to an abundance of occupations. Even students, who will grow up to work in a field that is unrelated to science, will still need to use the processes to help them make educated decisions. Science education helps families all over the world almost everyday of their lives. When someone is cooking food, playing video games, or reading late at night they are using a form of energy called electricity. Students of today know what this is and how it works because of the fact that science is still being taught in schools.
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.
Chapter II Review of Related Literature 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. Science is an important part of the basic foundation for the education of school children.
Rationale In classrooms today, educators are constantly seeking and implementing engaging lessons that will increase student knowledge and skills. The intent of the activities is to help students become independent learners and use process thinking skills. Students seem to learn best by actually directing their own learning and doing, rather than being led from step to step by the teacher. In science, it is especially important that students learn by inquiry and use more of a hands-on approach to learning scientific concepts. According to Wilke and Straits (2005), inquiry-based learning is where students explore a problem using the processes and tools of the discipline.
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).