Is Science A Bad Attitude About Science?

Since receiving my first home science kit at the age of five, the study of the natural and

Science is usually pretty nice. It easy and requires pretty little work. Really easy. The teacher only assigns 10 minutes of homework and we don’t have homework everyday. But then again, like every day, the bell rings. Usually I trudge to the locker room to changed, but these days, I have

My first memory of doing a science activity in school was bird watching in kindergarten. I remember my teacher took my class outside and gave each of us a sheet of paper. She told us to draw every different bird that we saw. When we came back inside, she showed us pictures of different types of birds in our area and had us tell her which birds we saw. I remember that I really enjoyed doing this activity. I think I liked it because instead of having class inside, we got to have class outside. I also liked having the freedom to walk around outside and look for birds without my teacher with me the entire time. Another reason that this memory stands out is because it was my first real science activity in

My love for science started when I took a biology class during my freshman year at Crest High School. I loved the teacher and the subject; it included a little bit of everything, including things like anatomy and ecology. It was interesting learning about the different parts of science and I thought the material came easy to me and helped me become successful in the class. During my sophomore year, I decided to take Ap Biology. The class challenged me in many ways It taught me how to improve my study skills and become a better student since the class provided a deeper insight into things that I had already been taught. This class was a bit more difficult and required a lot of studying at home besides what we would do in class. I found the

The first day of science was highly enjoyable, I was so excited that we finally get to do some real science projects. In elementary school, we had not worked on science very much. One of my favorite projects that we have done so far was the cup activity where there was a rubber band and eight strings were tied to the rubber band. We each took one piece of the string and we were instructed to work together to try and transfer the rubber band onto the cups, to make a tower. That activity was highly amusing because it taught us how to work together. When Mrs. Cotter realized that we could not work together very well, she gave us another activity to do. She assigned us partners and she gave each pair of partners one piece of string. The pairs of partners were assigned to tie the string around themselves once, then she told us to untie it without letting go of each other's hand. That project was

Rewind to circa 2005, I was still living in England and I was attending primary school in a small town on the outskirts of Oxford. I was a relatively timid child and, as a result, often found it daunting to ask questions/seek help in lessons. As a result, I was often behind compared to my peers. My school noticed this and assumed I had various learning difficulties. They actually placed me in separate classes aimed towards those whom needed additional help. Against this background, it came as a surprise to me when science lessons were more heavily introduced to the curriculum, and I found that it was something I not only understood, but also enjoyed. A large part of this was

Policymakers use science daily to inform decisions that affect our health and safety. Scientists are confronted with greater demands for productivity and effectiveness from industrialists, social actors, and policymakers, who are expecting answers to diverse issues afflicting present-day lives: from human diseases to environmental perils, technological needs, or public controversies. At the same time, there are growing fears from the public vis-à-vis the side effects of modern scientific and technological innovations. These concerns are not incompatible but provide the basis for recognizing the role of science in democratic societies (Pereira, 2004).

Primary school teachers often have a negative attitude towards science due to their own experiences of science in primary and secondary education. (Van Aalderen‐Smeets, Van Hest, Walma van der Molen & Poortman, 2017) Throughout my schooling science consisted of a textbook or PowerPoint presentation that displayed content and I was instructed to write and memorise facts rather than participating in practical based learning. This experience left me with little knowledge of science concepts which meant that I formed a negative attitude towards science. Through my experience of science, it became one subject that I was afraid of teaching in a classroom. This attitude relates to an Aalderen‐Smeets & Walma van der Molen (2015) idea that a teachers own belief and attitude towards science anticipates their objective and strategies in teaching science in their own classroom.

Science has never been my favorite subject but a lot of my favorite memories from elementary school are about science. As I grew older, science became less and less fun for me and I began to lose my understanding of it all together. I think that science was more intriguing to me when we were using hands on approaches and conducting experiments that we, ourselves, had created. My concept of science is that it is difficult and boring but when I am engaged in a creative and hands-on experience, I have a tendency to forget that I am actually doing science. I hope that as a future educator, I can create that fun environment for the students who are like me and aren’t as intrigued by science right off the bat.

My science journey started around fourth grade. The readings and activities introduced us to science. From what I can remember in fourth grade the teacher had a great balance of between lecturing and activities. My first year of science was not wonderful or bad, rather just ok. One influence that media portrayed about science when I was a child was that liking science was nerdy. That year was filled with little “experiments” here and there, and that to me was ok. However, it seemed that each year after the next was less activities and more regurgitating facts. So with that science continually lost interest to me. I think I can remember my fourth grade science class the best, because we did more hands on learning activities. The rest of my middle school memories of science all kind of blur together. Other events that stand out are any dissection days. I never really enjoyed dissecting for a few different reasons. First, the horrible smell always made me feel sick. Second, my dissecting partner always seemed a bit too aggressive during the process. Finally, it seemed that whenever a dissecting day came around I would have a new white shirt, so I found it best to just watch from a distance. I would find dissecting more interesting if the smell was eliminated, I could go at my own pace, and I had the proper apparel to wear during the process. My last middle school memory of science was in eighth grade. Hull Christian renovated that year and we had a brand new classroom in the

Over the years I've worked on a lot of side projects. You get this idea in your head and run with it for a few days or weeks with reckless abandon. Sometimes you even manage to produce something. But, at least for me, more often than not, I never actually finish the project. Either I'll lose whatever spark of creativity was driving me, or the project turns out to be too difficult to complete.

The world we reside in has different kinds people with distinctive behavior, distinctive culture, distinctive language, distinctive food habit and distinctive social environment. Every individual persists of their individual way of dealing with others. We can differentiate people in two categories depending upon their nature; the first one is highly effective and the second one is highly defective. The highly effective ones are those who possess “good qualities”; in terms of the society, whereas highly defective ones are those who possess “bad qualities”; as per the society. Scientifically, the highly defective people can be declared as sufferers of some metabolic disorders. But is this the only reason? Several human beings have a host of behavior which can be considered as destructive or harmful to others. They tend to lie, cheat, steal and even attempt to kill others. They are of cheap, rude, ignorant and loud manner. How can one realize that the person standing in front of him or her can be ruthless, harmful or of destructive nature? Science is researching on this. Highly defective people share a common nature, which might not be expressed through outside but from inside. They have a common attribute within themselves. According to Journal of Research in Personality (June, 2013) ,German researchers discovered that people who refer themselves more in a topic, say by using pronouns like “I” or “Me” get highly depressed compared to the ones who use “We” and “Us”. Martin

A high quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. (pg 3).

Also in high school I had an amazing time with these new science classes which were more specific of a certain type of science. My first high school science class was earth and environmental science and I had my absolute favorite science teacher I have ever had. He was absolutely amazing and helpful. In this class I learned so much new material and thought about things I had never thought about in science. Then I moved on to chemistry and absolutely loved the class material. Everything in that class interested me and I found myself thinking what if you did this and this what would happen, and trying to figure out the results based on other things we learned about reactions in that class. I found myself always wanting more and wanting to learn and advance my knowledge in that class more than ever before.

This is why science is often seen as an endless frontier, however for some students it seems just plain endless. Many students do not have a high interest in science or positive beliefs which gives them the impression that there is no end to the science class and cannot wait for the lesson to be over. There are numerous strategies that teachers can use to aim at, not only to engage students in lessons but also to helping build a more positive pattern of interests and beliefs.