Science can help children to become scientifically literate by allowing a broader knowledge of key issues and ideas that may impact them (Laugksch, 2000; Cooke and Howard, 2014). In order to underpin scientific enquiry there is a need to increase children’s appreciation and common understanding of the nature of science (Cutting and Kelly, 2015). This is reflected in the National Curriculum Department for Education (2013), where scientific enquiry now known as ‘working scientifically’ is known as the methods, nature and processes of science that every year should understand. Cooke and Howard (2014) further adds that, scientific enquiry should not be taught separately, but instead should be implemented in all areas of science. Roden and Archer (2014) support this idea, explaining that ‘working scientifically’ should be seen as equally important to the development of conceptual understanding, therefore should be implemented throughout the science curriculum.
Personally I believe that scientists should be held morally responsible for the applications of their discoveries. My belief is based on a simple logic that if we are giving credit to scientists for their important and beneficial discoveries then on the other side of the coin, they should even be held responsible for the destruction that their discoveries cause to the world. For the major beneficial discoveries this scientists are showered with Nobel prizes and rewards. For example Jonas Salk for discovery of polio vaccine, Isaac Newton for the
Scientists investigate our problems, values and needs and create products to satisfy them. The growth and development of the world also plays a major part in encouraging engineering. In engineering, there are countless problems that can arise. Engineering science creates a medium for problem solving. This approach applies for any engineering problems encountered.
They restrict the vision of the scientist to certain features of the world and his skills of solving problems to certain standard techniques. This restriction can be useful for the practice of normal science since it focuses the attention of the scientist to only significant problems and maintains uniformity in the techniques of problem solutions. Nevertheless, that restriction prevents the scientist from achieving new discoveries and arriving at novel
Science has the power to change which is why I want to embrace this field. I believe in the power of science and medicine to help those in need. I want to be able to be part of the solution to providing care that is a right for every person on Earth. I believe I am a qualified individual for this scholarship. I demonstrate the skills needed to be successful in this field by being an AP Scholar with honors and being in the top 1% of my graduating
Scientists will need a skeptic's critical thinking and scrutinization of formulated theories, ideas, conclusions, experiences and etc. They will be the one to review the credibility of a scientific result or idea and if it did not meet the qualifications to be called as scientific evidence,
On top of that, collaborations between medical professionals are significant in that their cooperation ensures those medical measures to achieve comparable goals; the effectuality of an intervention is guaranteed and the wellbeing of the society is warranted. Adhering to the transparency of the response, people will consequently have much more faith in medical personnel and be more supportive and
Science has become an exclusive profession which needs long years of training and apprenticeship. And yet science is different from other professions. Unlike the others, the scientist can demand no immediate reward for his work; he has no ready market for the disposal of his discoveries. A lawyer argues a case and receives immediate payment. A doctor treats an illness and demands his remuneration.
We would expect a scientific literate person be able to appreciate and understand the impact of science and technology in everyday life, read and understand the essential point of media report, reflect critically on the information and take part confidently in discussion with others about issues involving science (Bons, I. M., Grima, J. N., Gatt, S., 2013). From the above discussion we know that practical work in science promote scientific literacy among students. Thus the quality of practical work in science must be improved. Continuing to improve the quality of practical work in science is the responsibility of many people. Teacher, school and government have a role to play.