What barriers inhibit the development of scientific literacy in the classroom?
While the nurturing of scientific literacy in the primary classroom has clear benefits for developing a variety of fundamental skills, factors do exist which impede its progress. It has been shown that the teaching of science in primary school is becoming an undesired exploit due to a lack of confidence and competency in this area as well as a growing perception of irrelevance (Jarvis, & Pell, 2005, p.157; Santow, 2010). Furthermore, schools’ capability to provide an adequate amount of scientific practice to achieve the goal of developing familiarity and depth of understanding has been questioned because of curriculum time constraints (Cavagnetto, 2010, p.353) and since this vision is often preceded by the allegedly more practical goal of producing future scientists (Martin, 2006, p.56; Shamos, 1995, p.73).
Schools have also been criticised of inhibiting the development of scientific literacy through: focussing on test results rather than enhancing appreciation and understanding of science (DeBoer, 2000, p. 582), hindering the development of students’ scientific process skills by generating anxiety related to tests (Kaya, Bahceci, & Altuk, 2012, p. 498) and promoting immediate recollection rather than long-term retention of knowledge (Shamos, 1995, p.74). Additionally, although it is supposedly the goal of science education to develop scientific literacy in all citizens, students with disabilities are often neglected due to a preconception that they cannot benefit from instruction in science (Martin, 2006, p.279). This can be combated through an awareness of the developmental impact of attitudes and expectations towards students with special needs, which calls on teachers to cater for individual requirements by making suitable alterations to learning processes.
Schools have also been criticised of inhibiting the development of scientific literacy through: focussing on test results rather than enhancing appreciation and understanding of science (DeBoer, 2000, p. 582), hindering the development of students’ scientific process skills by generating anxiety related to tests (Kaya, Bahceci, & Altuk, 2012, p. 498) and promoting immediate recollection rather than long-term retention of knowledge (Shamos, 1995, p.74). Additionally, although it is supposedly the goal of science education to develop scientific literacy in all citizens, students with disabilities are often neglected due to a preconception that they cannot benefit from instruction in science (Martin, 2006, p.279). This can be combated through an awareness of the developmental impact of attitudes and expectations towards students with special needs, which calls on teachers to cater for individual requirements by making suitable alterations to learning processes.
Created by Paul Goossens - 2012
Assignment 1 for Curriculum Studies: Science and Technology II
Assignment 1 for Curriculum Studies: Science and Technology II