Science education is a way of leading out (from educere, meaning, to lead out) the learner into inquiry (quaere, which means ‘to seek’) of knowledge that is constantly changing. It is in the way of teaching and learning science where the teacher and the pupils interact, dialogue, and in the process unfold the phenomena from the pupil’s starting point.
Science education is concerned with methods and theories of reaching and learning science, it depends on the imagination of the science educator and their desire to understand the world, and how science can be utilised to give educative experiences to the learner. The current world requires that every individual is scientifically literate to understand the world.
Elements of science education include the following:
a)Content related (deals with scientific knowledge development, understanding broad range of scientific concepts, facts, laws, principles and theories)
b)Process related (concerned with developing distinctive skills such as thinking, practical, communication and creative)
c)Context related (deals with science as a discipline in pure science, applied science (technology), environmental and social contexts in solving day to day problems)
d)Affective related (concerned with developing scientific attitudes in the learner (interest, appreciation, tolerance, confidence, cooperation, curiosity, commitment and consideration for others)
e)Meta-scientific related (concerned with interrelationship of science and other disciplines, the way science knowledge and skills are deployed, and integrated with other types of knowledge and skills in technological and environmental contexts). Further it looks at its contribution to education, technology, social and economic development and its limitations including the crisis and conflicts in science when theories and ideas are challenged or overthrown.
THE AIMS OF SCIENCE EDUCATION
Science education programmes differ from country to country. In our case we can look at the aims of science education in general. It should be noted that the aims below are very general and as teachers we need to interpret them in the light of the specific situations dictated by our science course or programme. It is important to understand them and be able to interpret meaning from each of them.
The acquisition of a knowledge and understanding of a range of scientific concepts, generalisations, principles and laws through the systematic study and experience of aspects of the body of knowledge called science.
The acquisition of a range of cognitive and psycho motor skills and processes as a result of direct involvement in scientific activities in the laboratory and manufacturing industries.
The utilisation of scientific knowledge and processes in the pursuit of further knowledge and deeper understanding, and the development of an ability to function autonomously in an area of science studies to solve practical problems and to communicate that experience to others.
The attainment of a perspective or way of looking at the world together with some understanding of how it complements and contrasts with other perspective- or ways of organising knowledge and inquiry.
The attainment of a basic understanding of the nature of advanced technology the interaction between science and society, and the contribution science makes f the cultural heritage.
The realisation that scientific knowledge and experience is of some value in the process of establishing a sense of personal and societal identity.
FOCUS OF SCIENCE EDUCATION CURRICULUM
A broad and balanced science education should emphasise the following areas of knowledge:
a)Knowledge that (facts, events, laws and phenomena)
b)Knowledge how to (skills, processes and abilities)
c)Knowledge why (explanations, models, analogies, and applications).
A good science education curriculum focuses on all the three areas and maintains a realistic balance that will cater for the needs of the majority of the learners, while at the same time taking into account individual interests, capabilities, and potentialities in science.
CONCERNS OF SCIENCE EDUCATION
Science education is concerned with scientific literacy so that the learner:
a)understands the nature of scientific knowledge.
b)Accurately applies appropriate science concepts, laws, and theories in interacting with the universe.
c)uses processes of science in solving problems and making decisions.
d)consistently interacts with various aspects of the universe while upholding scientific values.
e)understands and appreciates the relationship of science and technology and interrelationship with other aspects of the society.
f)develops richer, more satisfying and more exciting view of the universe as a result of science education and continues to extend this knowledge as a lifelong learner, g) develops a variety of manipulative skills associated with science and technology.
CHALLENGES OF TEACHING SCIENCE EDUCATION
Although it is elementary or basic level of education, primary school teachers face challenges in teaching science in primary schools and they are result of numerous reasons. Below are just some of the factors causing most of the teacher’s challenges in teaching science:
The overloaded interdisciplinary curricula,
Lack of competence in the areas included in the curriculum,
Teaching new topics for the first time, and
How to answer difficult questions that students ask genuinely.
In order to overcome these deficiencies, the teacher should try the following practices:
to read regularly and study new topics in order to keep updated. The teacher needs to read the latest subject manuals issued by the government.
the teacher needs to share his/her knowledge with the colleagues, pupils, parents and local experts who can give new perspectives. Joint planning and staff meetings would be helpful.
Continuous Professional Development (CPD) meetings will equally be helpful.
After lesson preparations, it is always appropriate to rehearse. This leads to gaining confidence, especially if it involves demonstration or an experiment.
In order to avoid embarrassing questions, teachers should try to think ahead about questions pupils might ask. They should equally consider turning difficult questions into learning experience in order to involve the pupils in finding the answers for themselves.