Science is something people have confidence in because they know that when science is involved in a study, that they study is
“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.
Scientific discoveries change society in many ways. For instance the car makes walking seem like running to the moon. But it also
In the article “ Brainology: Transforming Students’ Motivation to Learn” by, Carol S. Dweck, she differentiates the two different kinds of mindsets that students have when learning. Those mindsets are fixed and growth. A student with a fixed mindset has the mentality that every student has a substantial amount of intelligence. However, a student with a growth mindset realizes their intelligence is through learning. Students with a fixed mindset tend to give up once they make a mistake, but students with growth mindsets learn from their mistakes.
Tracking patterns and learning the history behind things such as different machines, diseases, and concepts from the past allows us to advance studies, farther our understandings, and could potentially unlock answers for questions we have in the STEM world. Not only does humanities provide perspective, it rewards individuals with the skills required for self-teaching, self-critical reflection, and adaptability (Strauss, 2012). These functions are essential in order to be an independent learner, thereby continuing to extend and expand one's scientific knowledge and ability to teach throughout their professional career. Humanities also helps inform us of the needs of society and provide important considerations for scientists to learn from and appreciate, including things such as considering whether he or she chooses what projects to undertake and be a part of or what to work on (Dalbert,
“Everybody is a genius. But if you judge a fish by it 's ability to climb a tree, it will live it 's whole life believing it is stupid.’’- Albert Einstein. Many people put themselves down due to other people comparing them to “better” people, but each person is the best in their own way. Every author we’ve discussed has had a similar upcoming and thinking about education.
They examined a unique model of collaboration in the U.K., that reflected how the research can inform teaching and vice versa. The study concluded that power and responsibility needs to be shared between researchers and teachers for the research to be relevant and meaningful. In other words, there is a need of an exchange of knowledge between researches and schools rather than a transfer of knowledge from researchers to schools. In my opinion, science in general should focus in the real-world experiments.
According to Laurie Futterman who chairs the science department and teaches gifted middle school science at David Lawrence Jr. K-8 Center, “Reading, math and science aren’t for everyone — and we need to realize that. ”(“Beyond the Classroom: Electives in School — Essential or Entertaining?”)Students can get amazing impacts from electives. Elective can change the way students go through their life. Electives should be allowed to stay in middle and high schools because it can help students find their hidden talents, it can help them find their future job, and find ways to get better grades.
Case study The case study entitled, “The Classroom”, is about a teacher, Frank Oakley, and his struggle to find the proper way to teach his physical science class. Since teaching requires preparation, we look at several different topics. It is important to note what lesson Frank wants the students to learn, however, it is also important to know the time allotted, materials at hand, previous experiences, and an objective. While the lesson is all taught at once, the teacher will focus on these main parts.
It is like saying you are learning from you mistakes or you are trying to find a better way. Using the traditional way is when you use your beliefs to prove something. The pros to this is that you can use a lot more references when you are trying to study something. You can get a lot from past studies of scientists and try to continue or improve what they have started. You can learn from the past mistakes and see what can be changed so that those mistakes would not be repeated.
Whilst the knower’s perspective is always essential in the pursuit of knowledge, it’s essence is greater in some areas of knowledge than others. Perspective shapes both what we pursue in knowledge and it affects how we interpret pursued knowledge. Whilst the latter has greater influence over subjective areas such as the arts and history, the former affects even the pursuit of knowledge in more objective areas such as the natural sciences and maths. What’s more, for knowledge to be knowledge, there must be a knower. Each individual knower gains knowledge through the ways of knowing reason and emotion (amongst others); these ways of knowing shape and are shaped by our perspective.
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers.
The purpose of education is to create the “catalyst”, - the interest, the imagination, the self-confidence, the enthusiasm for further knowledge that helps a person grow beyond what they believe they can be. Education should help develop skills and knowledge, so students can be productive members of society. The more knowledge you have, the more opportunities you have in life. I think back to my childhood and the teachers that made an impact in my life. I want to be that catalyst for students.
Science provides a wealth of knowledge that can be tapped to enhance the provision of healthcare in the world. Science and healthcare are closely interconnected and there is need to come up with measures that enhance the positive use of science in the healthcare setting. Healthcare personnel are trained using scientific methods, and day to day operations at healthcare facilities are based on science. Treatment plans such as different medicines, surgery and laboratory procedures are all based on scientific methods. However, if not used properly, science can also create problems to healthcare provision.
Instructive idea is a subject that has altered throughout the decades, and still nowadays not every person is in complete special consideration to the subject. In any case, one thing is sure rationality is the establishment of educational styles. There are four basic philosophies: Realism, Idealism, Pragmatism and Existenlism. Each of the four philosophies are altogether different, however all make progress toward a similar objective, to better our education framework. Although each teacher has an alternate style of showing that can be viewed as their own, they follow one of the four fundamental theories.
