Alexey Aprelev Biography

With the advancement of technology and of modern societies, the present is currently the golden age of discovery; where information, new and old, are transferred all over the world in an instant. The knowledge we hold are discovered every day, processed, studied, and taught to students. With the vast information we hold, the things taught and learned are also increasing. The vast information we have and the students, are the key to a better future. Society today depends and relies on the new generation, but at a great cost. They push the students mind to the limit, making an army of highly educated students that will benefit society. However, not everyone ends the same way, many are lost and many are not given an opportunity to learn as well. There are students who fail and give up because of too much strain on their minds and bodies. The burden of our future is placed on the shoulders of the students, therefore they should be prioritize above all else.

Throughout pursuing an undergraduate engineering degree, you will encounter classes nick named, “weed out classes.” Weed out classes are incredibly difficult and strenuous. Hence, it weeds out the non-engineers from the ones who continue to pursue the career regardless of the difficulty, one of those such classes is physics. But, what makes physics so hard and why do students struggle greatly with it? There are multiple reasons, such as: monotonous lectures, difficulty understanding theoretical knowledge, lack of mathematical background, and the method in which physics is taught. This is not a recent problem, a study was done by University of Texas at Austin that showed nearly 42% of students that enrolled in physics either failed or dropped

Finland is a country that prides itself on equitable education and does a great job getting everyone on the same playing field. Education in Finland is more concerned with the collective good and making sure that every student does well instead of competition and ranking. The result is that every student learns what they need to do to learn and does quite well at the basics. Physics is a very common choice in Finland, while it is academically feared in America, it is not uncommon for Finnish children to take physic classes early as fourth or fifth grade all the way up to high school. Many students prefer physics because it is an applied

Everyone should become more scientifically literate but not necessarily learn more about Biology, Chemistry, Physics and in a George Orwell essay, “What is Science?” he explains that. “Science is generally

This research article analysis is over the article Undergraduate student researchers, preferred learning styles, and basic science research: A winning combination which is published in the Clearing House Journal and written by Lori Woeste and Beverly Barham. This article can also be found in Week One Electronic Reserve Readings. In this analysis a summary of the article will be provided, the type of information discussed in the article will be given, as well as if the information in this article should be considered reliable and valid.

When teaching natural sciences and technology, teachers need to promote an understanding of seeing these subjects as activities to promote curiosity and enjoyment about the world and that what we encounter around us. The history of science and technology should also be integrated with other subjects. Science and technology should be seen as a contribution to social justice and societal development (Motshekga, 2011). A growing need of discovery in science and technology needs to be promoted in order to form interest in ourselves, society and

I am an explorer with an omnivorous intellectual appetite, a natural born researcher. In preschool, I was addicted to trains, spending hours and hours organizing my train sets into size order and by color. As I grew older, I found myself delving into subjects that were interesting to me. One afternoon I would discuss nothing but particle accelerators; the next morning I’d spend

The gears in my mind began to turn. This fun-filled moment with my classmates sparked my curiosity into the realm of physics. That unforgettable autumn day was the catalyst for my fascination of the laws of

The Canadian system of education, especially during secondary school years, focuses too heavily on math and sciences. This system is evident not only in Canada but also in many countries around the globe. One of the more common arguments given to support this system is that jobs in the scientific fields are in high demand and so we must train students to eventually fulfill these demands. Although this is not incorrect in theory, it should not be seen as a valid argument to support this current system of education. Secondary schools today are requiring students to learn about subjects that will have little to no benefit in their future. For example, in response to the aforementioned

So much can be explained through basic postulates that have been constructed from physics. The classical mechanics that dictate the motion of the human body, the electrical systems that form the basis of impulses in nerves and cardiac tissue, and so much more, captured my attention. In addition, even the mind-bending concepts of physics, such as quantum mechanics, fascinated and perplexed me. Time and time again, I would find ideas from physics enchanting. Though potentially putting my grades on the line, I decided to pursue physics as my core field of study.

Adventure’s in the Atomic Age displays the idea that financial barriers and difficult courses should not be what is stopping someone from being successful in the field of science. “Scientists would feel a sense of purpose and inner satisfaction even if their efforts were not important to the world in which we live. In actuality, of course, there is no group of persons on whom society as a whole depends so heavily” (292).

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

The purpose of this article is to inspect the possible link between teachers’ visions of the growth of scientific knowledge and the methods they use to help students construct a knowledge of science. Teachers’ views about science influenced not only lessons about the nature of science but also shaped an implicit curriculum concerning the nature of scientific knowledge. The study used sampling to find seven teachers. During the interview, the teachers were questioned about their syntactical knowledge. Syntactical knowledge refers to by Brickhouse as the methods used in a discipline to construct knowledge (e. g. , how experimentation and evidence influence the generation of scientific theories, how theories are used in generating new knowledge,

Present day science and technology are getting progressively famous in education today, running from PCs to educated science labs. On my part, they are without

The National Curriculum for Science (2013), anticipates to advance all pupils’ scientific knowledge and conceptualise understanding through the segmented scientific approaches; biology, chemistry and physics. In addition, pupils should have an awareness of the nature, processes and approaches used within science, through the various scientific enquires that enable pupils to answer questions related to the world and life. Finally, the aims of the science curriculum also consider that children must have the resources to fund the knowledge that is necessary to use science in the, present and future tense states the Department of Education (2013).