Why? Bacause practical work is essential for developing student’s scientific knowledge. The learning of science should involve seeing, handling and manipulating real objects and materials and that teaching science will involve acts of ‘showing’ as well as ‘telling’ (Millar, 2004). In addition, students are able to communicate among themselves with the practical activity while committing to their task with their minds as as their hands. Students will be prompted to handle the phenomena at hand on conceptual level and at the same time promote to make links between the practical and theoretical understandings.
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
A way to encourage scientific enquiry in the classroom is through the use of practical investigations. In the context of thinking and working scientifically, investigations are activities where children can use their conceptual understanding and knowledge of science to find solutions to problems and questions (Skamp, 2012). Supported by Ward et al. (2006) who say that the term investigation is used for activities requiring children to make choices about what to change and measure. Instances where science lessons are practical and focus on the development skills linked with scientific enquiry and where emphasis was placed on the children carrying out investigations independently, were the most beneficial (Ofsted 2010).
I learned that science fair projects let students learn, use, and demonstrate the importance of science and the reason behind why things happen around us. As a future educator, I took away the idea that a student’s science project reflects what they enjoy and are interested in. I learned that students need to be prepared for active learning and given the opportunity to enhance their own learning. Rather than simply completing a project to fulfill an assignment, I learned that students need to emerge with a broader view of the importance of their research. After conducting interviews, I learned that students need to value science outside of the classroom and reach beyond the classroom.
Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.
I think how it related to college level statistic course is in further study we will meet a lot of similar cases and we need to understand why things are happening in a particular way. The only way we can accomplish that is by learning the data and trying to find the relevance and pattern. Truth is always behind the data!!! Study statistic can have huge of positive impact on our further education. For example, when we need to make a presentation or a scientific document, we can use nice graphs and table to show our viewpoint; when we make a decision we can calculate or estimate the result and make a best choice.
Pedagogy is very important in the teaching and learning of science. They serve as paths leading to the understanding of concepts taught to students and so form an integral part of classroom experiences. Various methods are open to teachers to use to teach, right from kindergarten to tertiary levels to enhance students’ understanding of scientific concepts. Coll, France, and Taylor, (2005) pointed out that the use of analogies and mental models can enhance students understanding of complex and abstract scientific conceptions. Concept mapping is one teaching method which has gained grounds in the teaching and learning of biology and other related science subjects in the western countries.
Generally, a negative attitude towards a given subject leads to lack of interest and when subjects are to be selected, as in senior secondary schools, it leads to avoiding the subject or course. Furthermore, a positive attitude towards science according to Simpson and Oliver (1990) leads to a positive commitment to science that influences lifelong interest and learning of science. This is the reason why major science education reform efforts in Africa have emphasized the improvement of students’ attitudes towards science
This aspect of choice is often limited in normal schooling, prohibiting children from becoming engaged and passionate about their schooling. The education model that was designed a century ago no longer prepares children for the expectations of the real world. Horn, 2013, explains that batching student together in a classroom, teaching them the same subjects the same way every day is ineffective when jobs today require flexible and diverse thinking and develop more specialised skills. Sitting in classroom, listening to the same information does not allow children to inspire and cultivate their individual talents and interests. Schools should be designed purely with the intention building on student’s academic and recreational needs.
Philosophy of early childhood math education In math education, I want children to have the ‘I CAN’ spirit regardless of any difficulties they might face. My philosophy is represented by the acronyms I, C, A and N. ‘I’ in my philosophy stands for interaction. Interaction is essential because it is through interactions that children learn more; build social skills as well as allowing the teacher to observe if the children need more attention in certain areas. I agree with Vygotsky (as cited in Berk, 2013) that social interaction between children and more knowledgeable adults is necessary for children to acquire understanding and behaviour. Therefore, not only children to children interaction are important, teacher to children interaction is