Value of Science Education for Children - Term Paper Example

Value of science education for children Name Institution of affiliation Table of contents Abstract …………………………………………………………………………………………3 Introduction …………………………………………………………………………………….4 How science is of importance in early childhood education……………………………………5 Knowledge………………………………………………………………………………………5 Interests and inspirations………………………………………………………………………….5 Literacy skills development……………………………………………………………………..6 Help in problem solving and curiosity…………………………………………………………6 How can science education be enhanced and delivered in lower primary setting?...............7 What then do teacher have to know?........................................................................................8 Conclusion ……………………………………………………………………………………..9 References………………………………………………………………………………………10 Abstract Science is more or less the collective creation of knowledge and facts rather than collecting information and theories compiled by teachers and text books (Bereiter, 1994).Science is a vital aspect of learning that children have to grow with to help them understand the environment they live in. Science helps children to answer the most important life question, “why” which is a root of all other life aspects. As opposed to just learning facts and theories, through science education, children can better understand numerous natural and physical phenomena. This paper seeks to enhance an understanding of the importance of teaching science to children in early childhood education and suggests ways in which effective science learning in this level of education can be enhanced in a school setting. Introduction This report is keyed to convince the school management of the outright important of science education to children in early childhood and lower primary settings. In order to realize the importance of science education, it is necessary that the delivery is done in the most appropriate way and same applies to assessment of activities. There are far much many reasons why science has to be included in children learning curriculum, but the most vital is that science is the only practical aspect of learning about the world. Bonnie Schmidt the president of Let’s Talk Science says that “Every parent agrees that their child’s favorite question is why,” and further says that "Science gives us a framework to understand the world and to answer those questions of ‘why?” This same concept applies to our children at school who are always on our necks wanting to know why several things take place (Lisa, 2011). The only reasonable way to explain such things to them is by through teaching them science. Moreover, no teacher would be happy if a pupil asks them a question and they are unable to find the best way to make the pupil understand what they have to say. Science teaching is a big time solution to such a dilemma and this necessitates the school management to allow the inclusion of science in the school curriculum for the early childhood pupils. This paper also examines the need for a great reform in teaching professionalism as far as science education for children is concerned. It gather views of various publications and authors that express the need for a serious scientific content delivery reforms in early childhood educational facilities. How science is of importance in early childhood education. a) Knowledge. The teaching of science offers children the exclusive ability to access a wealth of knowledge and information that contributes to the understanding of the working principles of various objects and machines. Science can explain the mechanics in very complex systems in a way that even the children in the age of below 8 years old can understand. These systems range from the human body to sophisticated modern methods of transport like electric trains that are becoming a common part of the transport life. Through scientific knowledge, children gain the ability to understand new concepts, pursue fresh interests and make well-informed decisions in their lives. This is the real objective of teaching science. Science also helps to provide tangible or visible proof of many facts we read about in books or see on the television, that is, turning theories into practical aspects; this helps to increase understanding and helps to boost content retention capacity of children’s brains in the long run (CEST, 2009). b) Inspiration and Interest. Children, especially of the ages 0-8 have a generally low concentration span and often lose concentration after a few moments if they no longer feel interested. Constant theoretical teaching is one aspect that can drive away the children’s interest in learning (Vygotsky, 1978). However, most science pupils find it interesting and inspiring. This is because science learning is a form of discovery that enables the children to better understand the concepts they learn in class theoretically and the one that they are yet to learn in the future. Another reason for the derived interest is that science instills an enthusiasm that most children cannot resist. They are bound to get involved and take part in every step. Practical science is one way of a teacher making sure that each child takes part in class activities, (CEST, 2009). c) Literacy skills development. Nurturing a child to read can be a tough duty for both parents and teachers. An alternative to make this process more efficient is through science education. Science helps children develop important literacy skills – apart from developing scientific, environmental and math-related literacy, science prompts children who are not fond of reading fictions stories or books to be able to read non-fiction stories while they link the scientific processes of exploring and discovery with reading. When children gain interest in reading, it is probable that they can score in any other subjects other than science. (Lisa, 2011). d) Help in problem solving and curiosity. Science offers a rich set of alternatives for doing things. Children often want to have their problems solved in their own way and science just offers the diversity at their finger tips. One problem can be solved in many ways and a child loves to explore those ways. Scientific teaching implants scientific inquiry and problem, which in turn builds confidence in children (Tsitouridou, 1999). Leaning to ask questions and solving them is an important life skill and science education just offers this in a more elaborate and practical manner. Science is a very fascinating subject to learn. It arouses children’s curiosity on the nature and whatever happens in our day to day life. (Diana, 2008). As an example, children can better understand their own sense organs, living and non-living organisms and much more from the physical world (Tobin, 1993). How can science education be enhanced and delivered in lower primary setting? This question is ever running in the minds of school managements and it is always a compromise that in most cases, the school stuff does not have the necessary skills and knowledge to deliver science education to children in early childhood and lower primary setting. It is true that there is lack of enough expertise to deliver science education; no wonder many management committees see it wise to abort science education. Several publications have highlighted numerous issues in teaching and learning of science (for instance Fensham, 1991; Fleer, 1992; Diezmann & Watters, 1997b). In a bid to respond to such issues one of the authors, Fensham (1991) envisaged that there are three major concerns that need to be addressed to solve the chronic state of “illness” in early childhood science education. Firstly, there was a dire need for a more intense knowledge and recognition of the importance of science in early childhood education. Secondly, which is also an inevitable fact, is that, early childhood teachers needed better preparation and background knowledge in science. In any educational aspect, an instructor is required to have an almost perfect understanding of what they are to teach. Lastly, there was also a need to establish a community of science education practitioners who specialize in early childhood education ( Hargreaves, 1994). What then do teacher have to know? It is evident that despite the importance of science, many early childhood science teachers have limited confidence in teaching science and in their ability to teach it(Coulson, 1992; Goodrum, Cousins, & Kinnear, 1992; Watters & Ginns, 1995). The last part of this paper gives a recommendation for the teachers and actually also for the management to spear head. The children instructors should be able to be abreast with certain facts concerning science education delivery. They need an understanding of socio-political issues that affect and influence the delivery of science education. They also need an understanding on how to motivate children to identify problems and raise the questions. They require the knowledge of various vital strategies such as collaborations in learning, reporting and active engagement by children. They should be able to relate the social environment with the learning of science since every aspect of learning has a social components (Lave & Wenger, 1991). They should be able to help children come up with their own ideas in different situations and review their ideas by use of relevant scientific models (Howe, 1996). Lastly, a recognition of the best approach to effect the practical learning process to children and being able to identify the best setting for ach learning process. With the above considerations, science education in early childhood and lower primary setting can be such an awesome activity that both teachers and children can enjoy and be part of. If this institution can adopt and spearhead this reform, it is certain that the need for science is going to be realized. Conclusion In conclusion, science education is a vital programme that cannot be ignored and there needs to be a realization and acknowledgement of the importance of creating a scientifically literate populace as addressed by scholars like Millar & Osborne(1998). Science enables children to grow into intuitive, innovative, and curious citizens, equipped with literacy, problem solving and critical thinking skills. Science education delivery is another key issue and if children are to benefit from it all, this institution has to undergo a professional reform so as to realize the real objectives of early childhood science education. References Bereiter, C. (1994). Constructivism, socioculturalism, and Popper’s world 3. Educational Researcher, 23(7), pp. 21-23. CEST (2009). “Importance of science in schools” Centre for Education in Science & Technology : http://www.cest.org.uk/importance-of-science-in-schools/ Retrieved Aug 6 2014. Coulson, R. (1992). Development of an instrument for measuring attitudes of early childhood educators towards science. Research in Science Education, 22, 101-105. Diana (07B0632) (2008) “The Importance Of Science For Children” SHBIE eee-Learning Resources: http://wp.me/p9siD-17 Retrieved Aug 6th 2014. Educational Leadership, 49(3), 73-76. Fleer, M. (1992). The suitability of an interactive approach to teaching science in early childhood. Australian Journal of Early Childhood, 17(4), 12-23. Fullan, M. G. (1993). Change forces: probing the depth of educational reform. London: Falmer Press. Goodrum, D., Cousins, J., & Kinnear, A. (1992). The reluctant primary school teache. Research in Science Education, 22, 163-169. Guskey, T. R., & Sparks, D. (1991). What to consider when evaluating staff development. Hargreaves, A. (1994). Changing teachers, changing times: teachers’ work and culture in the postmodern age. London: Cassell. Howe, A. C. (1996). The development of science concepts within a Vygotskian framework. Science Education, 80(1), 35-51. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Lisa Tabachnick Hotta(2007) “The Importance of Pre-School Science” TVO Parents: Helping parents with their Kids. http://tvoparents.tvo.org/article/importance-pre-school-science Retrieved August 6th 2014. Millar, R., & Osborne, J. (Eds.) (1998). Beyond 2000: science education for the future. London: King’s College London, School of Education. Sikes, P. J. (1992). Imposed changeand the experienced teacher. In M. Fullan & A.Hargreaves (Eds.), Teacher development and educational change(pp. 36-55), London: Falmer Press. Tobin K. (Ed.) (1993). The practice of constructivism in science education, Washington, DC: American Academy of Sciences. Tsitouridou, S. (1999). Concepts of science in the early years: Teachers’ perceptions towards a transformational field. European Early Childhood Education Research Journal, 7(1), 83-93. Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, UK: Cambridge University Press. Watters, J. J. & Ginns, I. S. (1995). Origins of, and changes in preservice teachers’ science teaching self-efficacy. Paper presented to the annual National Association for Research in Science Teaching meeting, April, San Francisco. [ERIC Document Reproduction Service No ED 383 570] Read More