The Importance Of Science Education

Science is a great way to begin encouraging children to learn observational skills because one needs to be focused. Getting our youth exposed earlier in the education process could potentially open up minds to a greater understanding. Critical thinking is important in all aspects of life. It is critical to science because science only progresses, in the simplest terms, by uncovering the patterns underlying the materials and processes of nature. Loosely speaking, critical thinking requires one to drop biases, prejudices and assumptions for the simple reason that these can all lead one to the wrong conclusion. If a wrong conclusion is reached it is more difficult to face reality. Acquiring these critical thinking skills will allow students to see our society from a variety of perspectives which is how we begin to make change.

The words science and technology can and regularly are utilized reciprocally. In any case, the objective of science is the quest for learning for its own purpose while the objective of technology is to make items that tackle issues and enhance human life. Technology is the down to earth use of science. Science from the Latin scientia (knowledge) is a system of acquiring knowledge based on the scientific method, as well as the organized body of knowledge gained through such research (Science vs Technology, 2017). Technology is a broad concept that deals with a species' usage and knowledge of tools and crafts, and how it affects a species' ability to control and adapt to its environment (Science vs Technology, 2017). Today, the essential importance of science is mostly constrained to observational investigation including utilization of the logical strategy. Technology can be connected either largely or to particular territories: examples incorporate development Technology, therapeutic Technology, or cutting edge Technology.

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

My earliest memory of science in elementary school was in first grade. I remember walking into the classroom early in the morning and seeing plant pots lined up in the back of the room. Of course one of us asked, Mrs. Denny, what are those for? She answered like any experienced teacher “We will get to those after lunch. Thank you for noticing though.” As a young student, I was more interested about taking the plant home to my mom and showing her what I did. After lunch, we went on a walk to the atrium in the center of the school. Mrs. Denny pointed out the different kinds of plants that were in the atrium like flowers, and other small plants. We walked back to our classroom and talked about what a plant needs to grow and finally got to make a plant ourselves. We each had a cup of water, a cup of soil, a pot, and a plant. I also remember in third grade learning about the weather by creating a big picture of the water cycle with the clouds and why there is lightening and thunder. After we made the picture, we each got to write down a question about weather and Mrs. Heffernan went over each one. I loved science when I was little because I was able to explore and try new things. I struggled in math and reading because they were very black and white but science allowed creativity. I enjoyed science in elementary school because it was very hands on so I didn’t have to sit in my seat. I would define science has a content area that allows the individual to research and develop

This framework builds on previous high quality works in science education: Science for All Americans (1989), Benchmarks for Science Literacy (1993), and NSES (1996). Unlike these previous standards, the importance of having the scientific and educational research communities was taken into the process for developing the framework. Thus, the most current research on science and science learning was grounded when identifying the science that all K-12 students should know, which increased its scientific validity and accuracy. The second step was facilitated by Achieve, Inc. with the recognition of the importance of state and educator leadership in the development of the actual standards. Thus, state policy leaders, higher education, K–12 teachers, and the science and business community were involved when developing Next Generation of Science Standards

Benchmarks for Science Literacy is a part of project 2061. It outlines that what all students should know or be able to do in science in K-12 setting. It is a companion report to Science for All Americans (SFAA). Benchmarks are put together in a way that is similar to textbook. It is divided into chapters just like SFAA. There are comments on the ideas to be learned in the chapter along with general terms. Each chapter has sections like introductions on pacing, clarification of ideas, and common difficulties and they are broken down into grade spans. There are statements of what students should know at the end of each grade span: K-2, 3-5, 6-8, 9-12. It can be used to explore the concept of science literacy in

Based on the NSTA Position statement, the curriculum of science from kindergarten through 12 grades has kept changing during the century of rapid development of science. Those changes increase the complexity of teaching and learning science. Teachers are required to design the science class that provides sufficient and effective activities of science to students. In addition, students are expected to complete the task by following the instruction and to adopt the factual knowledge replacing the superficial information or isolated facts. The importance of science programs is to assist students to adapt the community of the well-developed science, and develop student’s self-assessment skills.

Science is the process of observing, thinking, and reflecting on actions and events, for young children science involves constructing the relationship within which the factual information can be organized into meaningful concepts ( Brewer, J.A,2007)Therefore, engaged in the science and discovery centre children will firstly, gain the knowledge the basic science concepts and show the familiarity with the terminology. Secondly, children would adopt the scientific skills for observing, communicating, comparing, classifying, organizing , measuring and experimenting. Thirdly, being involved in the science and discovery centre children will develop dispositions, and show interest to investigate unusual objects and events. Likewise, children will

Adolescent literacy has become an important focus in recent years when addressing concerns about the achievement gap. With this, there is a need to focus on integrating reading in secondary areas such as science. The National Science Education Standards describe scientific literacy as “the knowledge and understanding of scientific concepts and progresses required for personal decision making participation in civic and cultural affairs, and economic productivity” (National Research Council, 1996, p. 22). In order for students to be scientifically literate, they must be able to read and comprehend a variety of science texts so they can develop reasonable. conclusions and share in meaningful

This particular article talks about Scientific Literacy Project (SLP) and how it is incorporated into a Kindergarten classroom. The SLP believes that science involves asking questions about the world around us and seeking answers to the questions. The process involves predictions, summarizing, and communicating to other what they have learned. The ways that the activities are developed is by: learning science through inquiry, social interactions and science talk among children, and book reading that stimulate children’s interest and knowledge of science. There are also six study units, two including: Force and Motion and Marine Life as

In my classes at Joliet West High School, I find many of the topics so engaging. I will often be so focused on whatever concept we are learning, that I do not bother to look at the clock and notice how much time is passing. It feels as though our 55 minute class periods are over in the blink of an eye. I certainly know this because sometimes at the end of the day, my friends would remark on how the day felt so slow, when for me it felt as if it flew by. However the classes that truly captivate my attention are my science classes.

In today?s traditional science classroom, teachers are the givers of knowledge and present the required information in either a lecture or presentation method. Students are expected to sit quietly, take notes and retain the information for the test at the end of the unit. When student do engage in science activities, they do not often connect the concept with the activity with causes a lack of student understanding and retention. This unit will explore ways to create a inquiry-based science classroom that will allow students to engage, explore, explain, elaborate and evaluate scientific concepts.

My goal is to establish a classroom environment in which students will take ownership of their learning and enjoy the active pursuit of knowledge. Together we will explore the ways in which scientific concepts relate to our daily lives and impact our communities. Learners will be encouraged to interact with scientific concepts in a variety of ways, and will begin to break down the notion that the pursuit of scientific knowledge must be completed individually in a sterile laboratory setting. Even if students do not plan on pursuing careers in science fields, they will leave my class with better understandings of the nature of science and how to evaluate sources of scientific information, as well as a stronger desire to engage with the natural world.

Similarly, the goal of Common Core State Standards is to ensure students are prepared for today’s entry-level careers, freshman-level college courses, and workforce training programs (Common Core State Standard Initiative, 2010). Both sets of standards understand the importance of critical-thinking and analytical skills in everyday life. Science in the classroom is a way to practice these problem-solving skills because it lends itself to hands-on experience.

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing