The development of modern science has been set in social and cultural contexts that have influenced greatly the development of scientific conceptual schemes and problem-solving processes . Similarly , the development of scientific concepts and problem-solving skills in school science is embedded in social and cultural contexts that are very powerful in shaping the beliefs , attitudes , and behaviors that influence what is learned . The peer group has an especially great influence upon attitudes and behavior among adolescents and some ethnic minorities Education in science will itself become more scientific as research [banner_entry_middle]
reveals more of the complex intersections between cognitive development and the social contexts that are so significant in school learning . To promote improved science education , researchers must clarify the discrepancies between goals and teaching practice . Teachers , curriculum developers , and educational leaders must have research-based information that will enable them to address these significant problems . Researchers must also examine how group processes influence the development of problem-solving skills , concepts , and attitudes toward science . The research can shed light on important instructional questions . What kinds of roles should be assigned to students and groups to facilitate the development of positive attitudes and group and individual achievement What student evaluation procedures should be employed to promote maximum learning for the group and for individuals within the group ? What kinds of social contexts can increase motivation and the perception of relevance ? What teaching strategies and behaviors are effective and appropriate
At the primary school level , the science taught consists of s including the human body and environments (plants , animals , and physical environments . At this level , several basic scientific concepts such as force , electricity , and magnetism are introduced . There is agreement within the science education community that one way to improve elementary science teaching is to provide quality elementary science teacher inservice education (Loughran 2003 however , teachers have not found many inservice programs sufficient to meet their needs . Such principles emerge from asking the traditional question ‘what should school students learn about science ‘ we must , in contrast , take the radical step of asking ‘what makes students want to learn science ‘ It is only an effective answer to the latter question that would enable us to design a curriculum and associated assessment system that sought to leave , as its residue , not a body of unrelated facts but an enduring interest and engagement with science and the knowledge it has to offer It would differ in that its fundamental and primary aim would be affective and not cognitive . This is not to deny the value of some of the potentially cognitive outcomes of science education but simply to point to the fact that all knowledge has little value unless embedded in a framework where its value and utility are recognised by the recipient Then , and only then , is there any chance that the cultural and intellectual achievement of scientific knowledge might be recognised The science education that we have now is akin to attempting to grow seeds on stony ground-little takes root and much is a futile… [banner_entry_footer]
Author: Essay RaptorThis author has published 9190 articles so far. More info about the author is coming soon.