Science Literature on Psychology and Education - Essay Example

Science Literature Review

Abstract

Science is a rapidly growing field in the world today, and much knowledge is needed to catch up with the developments arising. Science education is becoming essential, ranging from theory to practical learning. Most people are not interested in science-related careers as most they term it as a challenging field. With the growing demand, science education needs to be advanced. There have been several issues related to education. For instance, some students lack the knowledge and use the wrong terms while expressing content. Science is mostly specific and makes use of particular words or phrases to explain a certain process. For instance, the digestion process has specific terms, such as the absorption of essential nutrients and not picking up essential parts of the food. There exists numerous revision, and learning materials use inadequate words to explain contents in an easy way, which in turn interferes with learning. There needs to be regulation of the learning material supposed to be used by learners. Teachers are unable to pass the content adequately. Therefore there is a need to engage in professional developments to better their practices. However, not are programs are worth undertaking.

Introduction

Science education gaining or imparting knowledge of science to people who are not conversant with science or rather nonscientists. The science education can be broad-ranging from general content to scientific methods. In the world today, science field is growing very fast because almost everything needs a bit of science. Science education utilizes specific words and phrases to bring out the exact meaning of the topics under study. There is a need for teachers to be trained and develop themselves professionally to deliver the expected content.

The Science Education Article

Summary

‘Traveling nutrients’: how students use metaphorical language to describe digestion and nutritional uptake article talks about how most students do not understand the chemical processes that are involved during digestion process (Pettersson, Danielsson, and Rundgren, 2020). There is more behold, just chewing and swallowing food—a conducted research on various students on their understanding of nutrition and digestion process. Science is a field that makes use of specific terms and terminologies to bring out the exact meaning of something or a description of a process. For instance, when describing the digestion process from food intake to the absorption of nutrients at different stages and parts of the body, the use of some words can corrupt the meaning being expressed.

There is a need to teach students how the various system of the body works. Students are expected to be able to navigate through media and be able to understand content related to their body (Pettersson, Danielsson, and Rundgren, 2020). Science should be taught in a way that allows children to develop critical thinking when faced with an issue; for instance, related to the body.

Conducted research on students who were given a nutrition question to tackle showed that most students lack the correct scientific words for science subjects. Most students have no useful content when it comes to science (Pettersson, Danielsson, and Rundgren, 2020). Students have a weak foundation regarding science education as proven by the sample topic studied. For instance, most of the students described digestion as just a mechanical process rather than a chemical process. They would talk of chewing and having food becoming liquid. Funny enough, some would say that food becomes blood. Students have no idea of the mechanical process that takes place, allowing nutrients to be absorbed. Students would make use of flood being melted or body taking the relevant parts of the food. Students have no idea that there is something like the absorption of nutrients.

There developed need to understand why the students make use of irrelevant words in science. Most of the books they use to study when reviewed, it was found that most of these books use some of these metaphor words (Pettersson, Danielsson, and Rundgren, 2020). When a student uses the book to study, they will grasp the word and use it. These learning materials are readily available in most book stores, and students buy them to learn. Some teachers use the books and recommend them to their students. When students are learning, they are usually blank and eager to gain knowledge. The knowledge they get is what they believe.

Scientists need to be keen on what they publish and just looking at the potential income from those resources. One book can mislead a thousand of people and thus affecting the entire scientific field. It is crucial for teachers to countercheck the materials they use to teach and ascertain that they are right. There are so much work and books on counters, whereby even some have not been reviewed.

Reflection

In my opinion, in most cases, teachers use metaphors to bridge the knowledge gap—the use of these words to explain for a student to understand fast. For instance, the food is converted to liquid, and essential parts take; this statement is a more straightforward way of understanding digestion and absorption of nutrients, however, the used words are not the correct ones or rather the right words. The article is beneficial to me as I have been enlightened. I have realized that I should be very keen on the kind of content I feed my student. Science is unique, and it requires specific words for specific topics and subjects. I would be very keen on the language or rather the words I use while teaching.

Further, I am now aware that not all learning materials are right for learning. I will be perusing the content of the books or the materials before I recommend. Moreover, I would like to know whether the students I encounter can make use of the right words by giving them random questions to note how they play with words and how they have mastered the content. This way, I would be able to know how to deal with cases of using incorrect words or rather metaphors in their learning if any. If they have the right language, I will work towards ensuring that they do not go astray.

The Article on Professional Development in Science Education

Summary

According to Effective characteristics of professional development programs for science and technology education article, science education is gaining importance in the world today (Hubers, Endedijk, and Veen, 2020). Almost every field in the world requires a bit of knowledge in science. Teachers have a huge responsibility in teaching the right content effectively for students to understand and apply the knowledge later in life. The skills gained in schools are very vital for future endeavours as the world is experiencing rapid change. However, there is a challenge for teachers as to how to share and teach the content. This calls for the need for professional development in science education.

Some students have ever since developed a negative attitude towards the science-related aspect. Most think of pursuing a career away from science. The world today needs scientists who would be dependable in various researches to enhance developments in multiple sectors. A teacher can play a vital role in imparting moral on students and assuring them that science can be a better way to go. This can be achieved depending on how developed professionally a teacher is (Hubers, Endedijk, and Veen, 2020). A teacher should be able to deliver content adequately and capture the interest of learners.

In a conducted study, it was realized that only a few teachers are willing to take part in teaching science subject. Very few have confidence in their ability to deliver content competently. For science education to be maintained and developed in the education system, the professional development of these teachers is vital. There have been numerous programs adopted to enhance professional development, but its effectiveness is not certain (Hubers, Endedijk, and Veen, 2020). The ability to sustain these developments has never borne pleasant results. Whenever teachers are subjected to these professional developments, they adjust to a very insignificant magnitude towards the developments. However, after some time teachers drift back to their old professionalism, especially when the programs ends. Sometimes innovation after professional development can be lethal and affect negatively the ways the teachers deliver their content. The programs can be detrimental at times.

Although professional development is a way believed to improve science education delivery, teachers should ensure that the development they adopt `is the best for the student and that it bears relevant results. Teachers should engage in professional development that meets the expected desires in developing science education. Being informed is crucial as it helps refine professional development and weighs its effectiveness as well as analyzing whether the program is worth investing resources and time in its implementation. Professional development should improving teacher’s classroom practices and content delivery.

Reflection

I find professional development a good move. I want to participate in various programs to ensure that my career is well built up. Professional development would be beneficial in modelling my classroom practices and ensuring that my content delivery is on point. We do not get everything from classwork r instead of training in colleges we attend. There is a need to keep on improving the ability and the knowledge we gain in school. Professional development is a personal move, and that makes the difference between teachers who once sat in the same class in college. As much as I would like to improve my professionalism and better my teaching skills, I realize some programs cannot build my career. I find it wise for someone to do adequate research before joining a plan to be sure that it would be beneficial, and it would develop your teaching career. Science education is not easy, but we can make it easy by the way we build ourselves and what we teach our students.

In conclusion, science education is crucial and too much effort needs to be put. Science is nowadays applicable in almost all fields. Most people, both students and teachers, do not like engaging in science, and those willing has poor content delivery. There is much needed to ensure that science education grows. Some learning materials contain vague or rather inadequate content making student get the irrelevant knowledge. Teachers need to develop their profession to ensure the right content is passed to learners.

Conducted research on students who were given a nutrition question to tackle showed that most students lack the correct scientific words for science subjects. Most students have no useful content when it comes to science (Pettersson, Danielsson, and Rundgren, 2020). Students have a weak foundation regarding science education as proven by the sample topic studied. For instance, most of the students described digestion as just a mechanical process rather than a chemical process. They would talk of chewing and having food becoming liquid. Funny enough, some would say that food becomes blood. Students have no idea of the mechanical process that takes place, allowing nutrients to be absorbed. Students would make use of flood being melted or body taking the relevant parts of the food. Students have no idea that there is something like the absorption of nutrients.

There developed need to understand why the students make use of irrelevant words in science. Most of the books they use to study when reviewed, it was found that most of these books use some of these metaphor words (Pettersson, Danielsson, and Rundgren, 2020). When a student uses the book to study, they will grasp the word and use it. These learning materials are readily available in most book stores, and students buy them to learn. Some teachers use the books and recommend them to their students. When students are learning, they are usually blank and eager to gain knowledge. The knowledge they get is what they believe.

Scientists need to be keen on what they publish and just looking at the potential income from those resources. One book can mislead a thousand of people and thus affecting the entire scientific field. It is crucial for teachers to countercheck the materials they use to teach and ascertain that they are right. There are so much work and books on counters, whereby even some have not been reviewed.

Reflection

In my opinion, in most cases, teachers use metaphors to bridge the knowledge gap—the use of these words to explain for a student to understand fast. For instance, the food is converted to liquid, and essential parts take; this statement is a more straightforward way of understanding digestion and absorption of nutrients, however, the used words are not the correct ones or rather the right words. The article is beneficial to me as I have been enlightened. I have realized that I should be very keen on the kind of content I feed my student. Science is unique, and it requires specific words for specific topics and subjects. I would be very keen on the language or rather the words I use while teaching.

Further, I am now aware that not all learning materials are right for learning. I will be perusing the content of the books or the materials before I recommend. Moreover, I would like to know whether the students I encounter can make use of the right words by giving them random questions to note how they play with words and how they have mastered the content. This way, I would be able to know how to deal with cases of using incorrect words or rather metaphors in their learning if any. If they have the right language, I will work towards ensuring that they do not go astray.

The Article on Professional Development in Science Education

Summary

According to Effective characteristics of professional development programs for science and technology education article, science education is gaining importance in the world today (Hubers, Endedijk, and Veen, 2020). Almost every field in the world requires a bit of knowledge in science. Teachers have a huge responsibility in teaching the right content effectively for students to understand and apply the knowledge later in life. Read More