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The Pros And Cons Of Science Education

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1. Recommendations Based on the learnings from the various countries, the following possible solutions can be proposed to increase the number of UAE high school students who choose science instead of literary subjects and I will share this recommendation with decision makers in the ministry of education . a) Reforming the science curriculum: 1. The first step is to look at how the science subjects are taught in high schools. Mostly, it is thought that science and technology subjects should only serve those who wish to study science at an undergraduate or post graduate levels. However, science education should serve the needs of all students, even those who wish to build a career in literary subjects. This will have the added benefit of allowing students to experience science subjects, which may …show more content…

The motivation and interest for science should not only be created at the high school level, this activity should begin at the start of any children school education, from a very early age. 5. Teachers also need better training, because most of them may not have an actual training program in teaching science, to understand the best methods to communicate difficult concepts. While literature subjects can be studied by simple reading, analysing and memorisation, science subjects have a greater component of “understanding” that is needed to allow the student to actually understand the complex concepts. 6. Science education must include a greater amount of present-day scientific discoveries, because it is of limited interest for students to study the “history of science” or to study old concepts and theories, which have been replaced by a better understanding by real-world scientists. Often, education departments do not teach modern science because it is thought to be too difficult to understand. But replacing modern science with “history of science” does not fulfil the needs of students, and this is another reason why students do not find science to be interesting to

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