Science
lesson have changed a lot in the past 10 years or so, with changing
curricula and new advancing ideas in science pupils are always
benefiting from the knowledge taken from science lessons. The
question that has to be answered is:
Are science lessons preparing
pupils for their life ahead? Can the knowledge they learn from their
science be brought forward to create generation of scientists with
new adventurous ideas.
Ross in his book teaching secondary science mentioned “Children learn about heat and temperature,
atoms and molecules, fair testing and Bunsen burners, but do not
build them into everyday understanding. At best they have a
scientific system that is good enough to pass examinations, but after
harvesting the crops, the land is bare, the ideas are lost and
everyday life is unaffected”.
Some pupils just want to get their result and not think about pursuing science as a career or even
putting forward the knowledge they have learnt to everyday life. Why would they when the things taught in science are based upon knowledge from books and not life experience (however this is changing; slowly Pupils are being taught for exams and not for the “greater
picture”. This leads on to the matter of raising achievements,
pupils want to do well they want to succeed but they just cannot and
some will not relate to things that they think is a waste of time.
Science that is directly related to a pupil’s everyday life may
encourage performance and maybe helping to raise achievement.
Reference:
(Teaching secondary science constructing meaning and developing understanding; 2010, Keith Ross and co)
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