 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 4, Issue 2, Foreword (Dec.,
2003) Jack HOLBROOK Rethink Science Education
|
|
|
Asia-Pacific Forum
on Science Learning and Teaching, Volume 4, Issue 2, Foreword (Dec.,
2003) Jack HOLBROOK Rethink Science Education
|
A major factor in making science in school more popular, and expected to lead to greater public awareness of science by students in the future, is the relevance of the learning in the eyes of students.
- Students need to see the relevance of the learning, as it applies to them personally (their own lives, their career expectations, the wishes of their parents), or the relevance as it applies to society (wishes of the community, employers, the school, the curriculum).
- Thus, while the science provision in school, i.e. the science (or science and technology) education, is expected to guide students to achieve the goals of education through science, there is also the motivational factor to consider.
- Students learn when they are motivated. Making the science education provision interesting to students, illustrating that the provision is important in helping determine a career, and showing how it is of importance for them as a responsible member of society, is important.
- It is important for students to better appreciate the relevance of the science component in their education.
Science education courses need a relevant structure.
Scientific conceptual development is important. Intellectual development through science is likely to be one of the major education goals in all societies. The development of reasoning skills and the promoting of logical thought, associated with investigatory skills, are still important.But the strive for relevance of science education does suggest that
- the manner in which the teaching is approached needs re-consideration.
- the relevance for the subject is more apparent coming from society and especially from those aspects of society that directly impinge on the student.
- the structure of the teaching, initiated from society concerns, allows the learning of science to better impact on its relationship with society.
- the structure of science lessons is less about putting forward a series of scientific and technological conceptual topics that are, certainly at the lower levels of schooling, unrelated to the science and technology around us.
Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Foreword (Dec., 2003). All Rights Reserved.
