Science In The Classroom

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

Therefore, young childhood and primary learners setting should provide richer and more learner friendly environments for learning to take place effectively. We can now see that to provide such settings, classroom teachers are therefore called to be more skilled and innovative while being mindful that what and how our learners learn today can significantly impact their ability or inability for later science learning. Learning science at a young age not only builds the basis for future scientific understanding but also builds important skills and attitudes for learning. (Karen Worth, Center for Science Education Inc, MA)

The value of science in the young education comes at a time when the number and diversity of children in the classrooms and the number of hours each child spends in the classroom are increasing. Thus, experience that provides direct manipulating of and experiences with objects, materials, etc are now emphasized and expected in the classroom. This is where the experience with the natural world takes place by allowing learners to build experiences in investigation, problem-solving and the foundation of basic science concepts.

In this paper, one principle of teaching science will be discussed comprehensively by providing the reader with a discussion of the implications the studied principle has on the classroom teacher and several ways of how classroom

 Young children enjoy science.

 Science can be applied to solve the world’s problems.

These reasons now form the pillar by which science is now being taught in the schools. Classroom teachers are now becoming more innovative in grasping and keeping their learners attention by introducing songs and poems to science concepts and terminologies.

Young in his work went a step further by suggesting seven (7) principles of teaching science. These principles are:

 Children learn best by doing.

 Children enjoy solving problems/puzzles.

 Children become bored if a teacher talks continuously for more than 3-5 minutes.

 Children live for the present moment.

 Children’s understanding of science concepts develops in sequential manner.

 Children see the world from their own point of view.

 Children learn through encouragement and praise rather than punishment.

For the purpose of this paper, one principle will be discussed comprehensively to fulfill the requirements. The principle that will be discussed is the sixth principle listed above, that principle is – ‘Children see the world from their own point of view.’

Considering this principle, the paper will focus on points such