Based on Millar, the main ideas of science education are to ensure the students to gain an understanding of scientific knowledge as it is appropriate to their needs, interests and capacities and also to develop knowledge about science by understanding the methods and skills. In order to achieve this aim, the practical work that was conducted in school must emphasize the theory that has been taught through practical activities. Moreover, the needs of practical work in curriculum will be connected to the main purpose of practical work which is to possess student’s scientific knowledge to be best seen, judged and enables communication rather than enquiry. This is because practical work involves action and reflection where most of the practical tasks requires students to develop their thinking skills and science process skills (Millar, 2004). As we see the pattern of student’s interest in school, they prefer to be more active in class and able to centralized their ideas and opinion.
It also encourages group efforts and critical investigation of the natural world through scientific argumentation and reasoning. Peer review makes scientific claims to pass under scrutiny and, as a result, helps to root confidence in the claim. In general, epistemic knowledge is key to determining the role of scientific knowledge in identifying and addressing societal and technological
I also happen to have a very intelligent science teacher, Mr. Ahmed who taught us science, he encouraged us to read, try, and ask questions. I remember when he introduced us as a class to The Theory of Evolution in a very simple way that high school students can absorb. I wanted to understand everything and be able to explain it and brag about it to my
Transitioning from high school to university was stressful, but Science 1A03 has been a tremendous amount of support during this time. The course enabled my journey through the first few months of university straightforward and also has taught me valuable skills about university and the different science courses offered at McMaster. The many aspects of Science 1A03 included the lectures, “Introducing … talks”, mentoring, MRI’s and weekly quizzes/reflections. Each week there would be one lecture where a guest speaker or Dr. Symons would talk about the different resources offered at McMaster or even vital skills to have while in university. One of our guest speakers was the Thode librarian, who showed us the vast topics of books present as
It is likely that we were all taught some form of the scientific method during general science classes in our childhood. We can also see how the scientific method is applied during our encounter with basic scientific laws, such as laws of mechanics or electricity. The method, hypothetico-deductivism follows: One invents a hypothesis and produce and observational statement. One then checks if these statements turn out to be true, and if so, one is said to have evidence for one’s hypothesis. If the statement turns out to be false, then the hypothesis is refuted .
Over our time as students, The Scientific Method was the basis of each and every science class we had taken. This Scientific Method was a set list of steps one must take in order to do any scientific experiment, no matter what the experiment may be or do. Though this is the usual way that scientific discoveries are published, this is not the usual way that science in general is done. In this case, when trying to discover the origins of the elements and find an explanation for how the creation of larger elements is possible, Fred Hoyle and George Gamow are both trying to prove that their respective theories of the universe, Steady-State and the Big Bang, are correct; however, they do not use the linear form of the Scientific Method, but rather
As well, for the rest of the school day they are doing other subjects, like math, science. The traditional perspective has changed because the teachers are focused on teaching to teach social studies, math or science and these effective tactics are designed to help these students to achieve their goals. But these teachers will require more to improve their educational methods and simplify or modify the way of newcomer acquire the English Language. As seen in the past, those instructions were inadequate and ineffective. As in the of ignoring of these students and expecting them to learn where they didn’t know the language.
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).
The curriculum is drastically narrowed. Teachers often need to spend significant amounts of time preparing students to take the tests so they can do well, leaving less time to teach subjects that tests do not evaluate such as social studies. This result in “teaching to the test” which means that teachers are almost exclusively focused on helping students get good standardized test scores. It can place a huge amount of stress on students and teachers alike who are pressured in preparation and taking of the exams. Standardized testing only evaluates the individual performance of the student instead of the overall growth of that student over the course of the year.