Glynn et al (1991) state that for the students of today to become knowledge citizens and to prosper in the 21st century, it is a must that they understand the principles and procedures of science. Science is a subject which requires learning for many years and inculcating the scientific temper amongst the children…
Tsubata (2007) narrates the experience of parents asking, "What can I do to get my child to read or do math, or understand science" Tsubata states that often parents try to place all the responsibility on the shoulders of the teacher, for making the child a good learner. But parents have a very crucial role is making the child more attentive and responsible towards the studies. Subjects like science and technology require more of such attention from the parents. While stating the world is indeed becoming lot more technical, Glynn et al. (1991) emphasize the need for science teachers to come out with innovative ideas for preparing the child to take on the world in right earnest. There's a process and knowledge behind any science activity. Glynn et al. (1991) say that students who are able to grasp the process behind any scientific activity are in a better position to understand science. This requires not just rote memorization but conceptual learning with the help of practical exposure. Therefore practical science activities and investigations in the primary classroom are crucial to the development of children's scientific skills and knowledge. Lot of things keep happening in the world of science, which requires regular updation of this knowledge base.
Learning science and investigating the cause and effe...
asizing the need for practical activities Clark (2002) said in his presentation in a seminar that practical activities form the core of science teaching. He classified the roles of practical activities in science teaching basically into the four groups;
1. Acquiring Information, Concepts and Principles: Such information can be acquired from observing the happenings in the surroundings. Since young minds observe the happenings without any bias or presumption therefore they are found to acquire the information more correctly. Children are found to be very much inquisitive while observing the events, they keep asking question after question to know the reason, consequence. This is where the parents' role becomes very much crucial. In order to develop a scientific temper, parents must satiate their query to the optimum satisfaction of the child and in such a manner that the child actually learns something from the experience.
2. Developing process skills: Once the child acquires the information, he starts to process it, with whatever knowledge s/he has acquired. If the child is not able to decipher the happening, s/he starts looking for a possible answer. This helps the child in correlating similar happenings. So that in future if something of that sort happens, then the child must be able to process the information with the acquired knowledge, reasoning and logic. This further strengthens the knowledge base of the student. Processing skills are required to be developed not only by the teacher, but by the parents as well. Teacher of course gives a direction to the processing skills, by encouraging the student to attempt to answer queries like the 'why everything keeps falling down on earth while the astronauts up in the space-ships keep floating like birds or fishes'. ...
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Glynn et al.say that students who are able to grasp the process behind any scientific activity are in a better position to understand science. This requires not just rote memorization but conceptual learning with the help of practical exposure.