In addition of being real and relevant, science should also be challenging so as to push students to their best potential thus they will think it is boring once they mastered a topic. Teachers can also motivate learners to love Science by arranging for them to work in groups and getting them involve. In this way, they are encouraged to talk about their own understandings. As a teacher, you need to make participating fun by giving each student a task to do such as decorating the classroom, erasing the blackboard, etc. Giving rewards to your students creates a sense of accomplishment and encourage them to work with a goal in mind.
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.
- Teachers should create interesting, dramatic and jaw dropping introductions to lesson so as to capture and maintain their pupils interest. This way they would develop a liking for Science. - The usage of technology is becoming more common in schools and any teacher who incorporates technology into any lesson will make that lesson memorable. This way pupils will gather and analyze data more efficiently and effectively. - One of the major goals a teacher should have is to help pupil develop skills and attributes in a Science class.
Student must be broadened to include scientific literacy skills in learning science education that will be required for students to thrive in the future. Students ought to have this ability to apply the knowledge that they have learned to face the challenges of life beyond school. It is a current trend in education where students are able to using real world tools to solve or communicate about real world problem by thinking creatively. In addition students also need to acquire research skills. They have to know how to integrate scientific literacy during learning science.
1.0 INTRODUCTION Practical work is seen as an integrated part of most science subject. Science educators have suggested that laboratory activities and experiences can promote dimensions of scientific literacy such as acquisition of fundamental science concepts and problem science solving skills (Halim, L., 2011). Science practical work plays a vital role in developing scientific knowledge and enhancing scientific skills, attitudes, and inquiry based learning (Akbar, R. A., 2012). Previous research also state that the definition of practical work in science is learning experiences in which students interact with materials or with secondary sources of data to observe and understand the natural world (Dillon, J., 2008). Lunetta, V.N., and Hofstein,
A standing desk is also a great way to help fidgety students focus more. One can easily be created by the teacher (or the parents) by letting students do their classwork and/or homework on a stack of books or on a counter. This will give them the ability to stand while working. Remember, active learners, benefit the most when they’re allowed to move frequently, which can be a problem for some teachers. But rather than categorizing them as disruptive students, look at it as a learning opportunity for both of you.
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 this, we as teachers need to know how intrigued our learners are at getting information and as such be ready and well trained to provide it hence the reason, learning science at a young age is so crucial.
Thus in other words, this practical work carried out by students has been seen as an essential feature of science education. As a science teacher, it is our duty to help the students to see and get the linkage between the theory and the scientific phenomena which they see in surrounding or in the experiments. And to make it a realization, this can be done by doing this practical work through either illustrative, exercises, and also investigative activities. Before go to deep in this practical work, let’s go to the overview of 21st century skills. According to Glossary of Education Reform, the term 21st century skills is referring to a broad of set of knowledge, skills, work habits, and also character traits.
Science is considered as a difficult to teach because it is an abstract concept. By using constructivism and pedagogical content knowledge in the classroom during science teaching and learning, the learning process can be made easier and enjoyable. PCK is the knowledge that teachers develop over time and through experience about how to teach particular content in particular ways in order to lead to enhanced student understanding (Loughran, Berry & Mulhall, 2012). The word ‘pedagogic’ itself means ‘leading a child to knowledge. Constructivism refers to knowledge constructed by learners through an active, mental process of development (Gray, 1997); learners are the builders and creators of meaning and knowledge (Gray, 1997) Constructivism can be described as a theory about the limits of human knowledge, a belief that all knowledge is necessarily a product of their own cognitive acts (Matthews, 1993).
The major objective of these events is to encourage and motivate young scientists of the country to promote sense of science and technology with the support of technocrats, industrialists, science lovers, intellectuals, government organizations, and the public at national and local levels. Though, Pakistan is not much conscious about science because of (American Educational Research Journal, Oct 2012) low participation rates in the study of science, technology, engineering and mathematics STEM. The participation rates should touch the