Personal philosophy of science education in a primary class - Assignment Example

Personal Philosophy of Science Education in a Primary Personal Philosophy of Science Education in a Primary Class Teaching science to a primary class poses a challenge for science teachers. Explaining scientific theories to children through mere lectures would be very difficult for youngsters to comprehend. This why one agrees with Gilbert when he concluded that an effective way of teaching science to primary students is by adapting the inquiry-based approach rather than the traditional approach (2009).

Experiments are very useful in this type of method. With hands-on experience, the children will tend to better understand science theories and they can better retain the new information that they learn. Students are said to develop their thinking, hand and body skills better under the inquiry-based method of teaching (Akinoglu, 2008). According to Akinoglu, science projects develop the creative thinking skills of students (2008). In teaching science to a primary class, it is important that teaching be done through small group works (Woods-McConney, Wosnitza, & Donetta, 2011).

This makes the students more motivated to learn and participate actively in the activity. Another important aspect of teaching science education to primary class students is to help students understand science by linking them to the needs of society (Eady, 2008). They should be made aware of the relevance of science in their daily lives. Lastly, one concurs with McTigue and Slough that design of science texts used should enhance the interests of students to direct their attention to the essential information (2010).

Furthermore, science texts should have graphical representations that can assist the students in understanding the science concept presented (McTigue & Slough, 2010). One hopes to apply the philosophies stated above in teaching science to a primary class. These philosophies were based on several theories by science educators and which one deems effective in communicating scientific principles to children.ReferencesAkinoglu, O. (2008). Assessment of the inquiry-based project application in science education upon Turkish science teachers perspectives.

Education , 129 (2), 202-215.Eady, S. (2008). What is the purpose of learning science? An analysis of policy and practice in the primary school. British Journal of Educational Studies , 56 (1), 4-19.Gilbert, A. (2009). Utilizing science philosophy statements to facilitate K-3 teacher candidates’ development of inquiry-based science practice. Early Childhood Educational Journal , 36 (5), 431-438.McTigue, E. M., & Slough, S. W. (2010). Student-accessible science texts: Elements of design. Reading Psychology , 31 (10), 213-227.

Woods-McConney, A., Wosnitza, M., & Donetta, K. (2011, September 1). Keep it positive: Using student goals and appraisals to inform small group work in science. Teaching Science: The Journal of the Australian Science Teachers Association , 20-24.