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Insight
Topics/Articles/Blog
Mon, 29 Jun 2009 16:46:30 +0800 WHY STUDENTS DISLIKE MATH and SCIENCE
Tue, 26 May 2009 09:58:59 +0800 Tall Tales – What the Devil was doing in the first seven days
Mon, 25 May 2009 14:42:51 +0800 rhetorics of a madman!
Thu, 04 Dec 2008 14:59:21 +0800 ngee
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Why teens dislike MATH and SCIENCE
After three years of teaching high school science, I have come to a number of conclusions regarding why some teens hate science (and by extension mathematics). The realization came after careful observation, wading through mountains of lack-luster exam responses and the administration of two less than impressive body of evidence activities. The realization also came from reexamining the nature of science as a profession.
Yet the realization helped my modify my teaching practices to make the science engaging, challenging and ultimately more rewarding for my students.
Science by its very nature is an interactive process by which we observe, ask questions and design methods to test those questions. Oddly enough, the way most students are exposed to science has nothing to do with asking questions, testing ideas or "getting their hands dirty". Somewhere along the line, teaching science evolved into an instructor standing in front of a classroom full of students presenting a lecture on an obscure scientific topic for an hour. This would go on for a week or two, possibly with multiple choice questions along the way, and would be followed by a comprehensive examination of 100 points to be graded by and returned. Students either succeeded or failed. At the end of the year if they had a grade of greater than 75% or so they "passed" and could move on to other endeavors.
This method of "teaching" science goes against not only the principles of the scientific method itself, but also against our nature as human beings. We are a curious species and from our earliest beginnings we tried new things to see what the results would be. Yet most science curricula are designed to cram the greatest volume of facts into the students and see if they can regurgitate them on an exam. This method, rather aptly named the binge and purge method, is not too different from the eating disorder known as bulimia. While a lot goes in, and a lot may come out, not very much is retained; and just as bulimia is ultimately harmful to the body, so is this method ultimately harmful to the mind.
I realized that the same science education that I had been a "victim" of was the same that was going on now, more than 20 years later.
The 5 steps of the scientific method which dictates to first "Formulate a hypothesis" which had been drilled into my brain was still there, but I realized that this was absolutely NOT the first step in science. The first step in investigating a phenomenon using science is to first OBSERVE the phenomenon itself and ask questions about it. After all, we can't formulate a hypothesis out of thin air. Yet the holy mantra of past science curricula has almost always been "formulate a hypothesis. Armed with this revelation I proceeded to completely revamp my curricula and methods.
I began my third year of teaching sciences with the idea that we would have very few lectures, and none of them would last the entire class period. I researched dozens of hands-on lessons, adopting some and modifying others. I began searching for lessons. The result was a much happier, engaged and curious class of students. They were willing to ask questions and by the end of the semester their grasp of the astronomical concepts was far greater than that of their colleagues in the preceding two years.
Obviously the model for teaching science is not perfect; I believe education and educational practices should constantly evolve and change. Yet I feel my methods confirm that students can and do enjoy science more if they are given the opportunity to interact with it and manipulate it. I also feel they get a far better scientific education when they ask a question and the answer is "I don't know, let's try it and find out."
Yet the realization helped my modify my teaching practices to make the science engaging, challenging and ultimately more rewarding for my students.
Science by its very nature is an interactive process by which we observe, ask questions and design methods to test those questions. Oddly enough, the way most students are exposed to science has nothing to do with asking questions, testing ideas or "getting their hands dirty". Somewhere along the line, teaching science evolved into an instructor standing in front of a classroom full of students presenting a lecture on an obscure scientific topic for an hour. This would go on for a week or two, possibly with multiple choice questions along the way, and would be followed by a comprehensive examination of 100 points to be graded by and returned. Students either succeeded or failed. At the end of the year if they had a grade of greater than 75% or so they "passed" and could move on to other endeavors.
This method of "teaching" science goes against not only the principles of the scientific method itself, but also against our nature as human beings. We are a curious species and from our earliest beginnings we tried new things to see what the results would be. Yet most science curricula are designed to cram the greatest volume of facts into the students and see if they can regurgitate them on an exam. This method, rather aptly named the binge and purge method, is not too different from the eating disorder known as bulimia. While a lot goes in, and a lot may come out, not very much is retained; and just as bulimia is ultimately harmful to the body, so is this method ultimately harmful to the mind.
I realized that the same science education that I had been a "victim" of was the same that was going on now, more than 20 years later.
The 5 steps of the scientific method which dictates to first "Formulate a hypothesis" which had been drilled into my brain was still there, but I realized that this was absolutely NOT the first step in science. The first step in investigating a phenomenon using science is to first OBSERVE the phenomenon itself and ask questions about it. After all, we can't formulate a hypothesis out of thin air. Yet the holy mantra of past science curricula has almost always been "formulate a hypothesis. Armed with this revelation I proceeded to completely revamp my curricula and methods.
I began my third year of teaching sciences with the idea that we would have very few lectures, and none of them would last the entire class period. I researched dozens of hands-on lessons, adopting some and modifying others. I began searching for lessons. The result was a much happier, engaged and curious class of students. They were willing to ask questions and by the end of the semester their grasp of the astronomical concepts was far greater than that of their colleagues in the preceding two years.
Obviously the model for teaching science is not perfect; I believe education and educational practices should constantly evolve and change. Yet I feel my methods confirm that students can and do enjoy science more if they are given the opportunity to interact with it and manipulate it. I also feel they get a far better scientific education when they ask a question and the answer is "I don't know, let's try it and find out."