Introduction Many people in the world today believe that science literacy and education have succumbed to the rise of technological advancements, but is this really so? Scientists and science teachers strongly believe that it is because of science in the classroom that technology has advanced to the level it is today and more evidently, what it will become in the future. Science is all around us and as such we need to always be cognizant of the influences science has to the environment and the world at large. We are currently living in a knowledge based world and our young learners (Young Childhood and Primary aged) are well exposed to information from all around be it: the internet, television/radio or knowledgeable parents. Understanding
Learning is for use not only in school but in real life. The focal point of all pedagogical theories and methodologies is always the learner. The involvement of the learner in the process of learning is very important. It should be through active participation facilitated by the teacher either inside or outside the class room. The great aim of education is not knowledge but action.
Every language teacher should have been aware and fascinated about the relation between teaching methods and students’ academic performance. In the field of education, especially in teaching seems that there opens the gate of the learning process. It is not a secret that successful language learning depends on different factors that not only related to the teacher, but to the methods used by them which takes significant role in student’s learning and academic achievement. It was proved that teachers of the 21st century face challenging task related to the using and selecting better teaching methods crucially now than ever before. As Gibbs and Jenkins  argued that the context of class and society has changed, but the teaching methods have remained unchanged.
In a constructivist classroom the teacher is perceived as one of the learners who is more experienced and acts like a ‘guide’ to enable the students to explore some new fields of knowledge. According to Brooks and Brooks (2012) the teacher tries to understand the way learners’ brains work, and she or he leads them to construct and combine the newly-gained knowledge with what students already know from the previous experience. Experiential learning, made by American theorist David Kolb is learning through reflection on doing and which is often contrasted with rote or didactic learning. It is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections among all these theories of education, importantly they are also separate terms with separate meanings (Nsamenang & Tchombe 2011) Thus, one makes discoveries and experiments with knowledge firsthand as a result of assessment, instead of hearing or reading about others' experiences.
Therefore, educators hold beliefs about how adults learn, how they should be taught, and what instructional practice should look like. Furthermore, a basic assumption underlying the teaching/learning process is that the purpose of education is to
Whenever people are asked to provide a definition of the teaching-learning process, they usually describe a traditional setting where the teacher is in front of the class, giving lectures while students listen attentively, the teacher pouring knowledge into the students’ brain (Scrivener, 2005, pp. 15-16). Nevertheless, with the advancements and the development of methodologies and approaches in the field of applied linguistics, this traditional view has been changing gradually. At present, teachers seem to be seen differently by people as they have a more active and engaging role in the teaching-learning process. Understandably, due to the professionalization of teachers and development in teaching theories, there should be more effective
Concerning education, students seem to experience difficulties in identifying the main concepts as well as organizing their ideas. Consequently, they end up trying to memorize content without understanding it. In this way, learning does not take place. That is why, the role of the teacher is fundamental in these times, in which we are overloaded with information and data. Educators
My Philosophy of education requires me to ask myself questions on why do I teach, what do I teach and how do I teach. I constantly debate with my own thoughts, I change my mind and sometimes even strengthen my viewpoint on something. They key word to my teaching is to incorporate active learning as much as possible. My students are immuned to complete worksheets after worksheets but never understood the reason behind the drilling. They also tend to wait for me to give them answers rather than think for themselves.
Since the time education itself as a separate subject of study, the focal point of all pedagogical theories and methodologies has been the involvement of the learner in the process of learning through active participation facilitated by the teacher either inside or outside the class room. As Herbert Spencer said the great aim of education is not knowledge but action, I believe that learning is not only acquiring knowledge, it is all of understanding, thinking, questioning discussing and applying it. Learning should be like a walker to a child to his world of knowing to the world of unknowing. The child learns through making his or her physical connections with the world, through sensory explorations, personal effort, social experiences and the active seeking of meaning from experiences, has been established in the theories of psychologists such as Froebel, Montessori, Isaacs ,Stenier
The teachers I have had in the past who stand out in my memory have some attributes in common: they presented their subjects with clarified principles and applications, put knowledge into context and real situations, delivered information in an apparent and simplified fashion and demonstrated how experimental observations could be formulated into hypotheses. These role models have influenced my approach to teaching. My teaching philosophy is to vision myself as a facilitator with flexibility, rather than an expert who merely delivers factual concepts that require memorization. I am a faithful believer in personal contact, which is viewed as the most effective means of teaching. I am also a devoted follower of self-enrichment, which is deemed