Why should science be included in the primary curriculum?
The development of scientific knowledge, skills and attitudes during primary school is paramount for preparing people for life in a complex and continually evolving society dominated by science and technology, as it develops the ability to make informed decisions through becoming investigative rather than naïve about such issues (Board of Studies NSW, 1993, p. 13; Hodson, 2009, p. 4). Fundamental skills such as “gathering evidence, thinking creatively, reasoning rationally, responding critically, and communicating conclusions” (Bybee, McCrae, & Laurie, 2009, p.870) emerge as from scientific literacy, which indicates its importance for developing students’ proficiency in problem solving and knowledge construction as they confront real world situations and shape sustainable futures (Board of Studies NSW, 2012, p.11; Kaya, Bahceci, & Altuk, 2012, p.496).
Furthermore, a recent study conducted by Dr Cathy Foley, president of the Australian Scientific and Technological Societies, highlighted “disturbing ignorance about science” amongst the Australian population (Santow, 2010), which indicates the necessity of encouraging students to embrace science and understand its relevance. Science is also beneficial in the curriculum, as the required processes of reasoning and argumentation foster communication and critical thought by compelling students to apply their knowledge (Cavagnetto, 2010, p.337; Erduran, Osbourne, & Simon, 2005, p.382). Additionally, science education involves an inquiry-based educational model in which the teacher ideally facilitates learning rather than imparting information, employs multiple assessment strategies and provides constructivist based learning environments, which effectively caters for a variety of needs and learning styles (Martin, 2006, p.58).
Furthermore, a recent study conducted by Dr Cathy Foley, president of the Australian Scientific and Technological Societies, highlighted “disturbing ignorance about science” amongst the Australian population (Santow, 2010), which indicates the necessity of encouraging students to embrace science and understand its relevance. Science is also beneficial in the curriculum, as the required processes of reasoning and argumentation foster communication and critical thought by compelling students to apply their knowledge (Cavagnetto, 2010, p.337; Erduran, Osbourne, & Simon, 2005, p.382). Additionally, science education involves an inquiry-based educational model in which the teacher ideally facilitates learning rather than imparting information, employs multiple assessment strategies and provides constructivist based learning environments, which effectively caters for a variety of needs and learning styles (Martin, 2006, p.58).
Created by Paul Goossens - 2012
Assignment 1 for Curriculum Studies: Science and Technology II
Assignment 1 for Curriculum Studies: Science and Technology II