NAME: Pudos, Via L.

DATE: 04/23/2018
BEE 3C

CHALLENGES IN TEACHING ELEMENTARY SCIENCE:

1. Safety
- Many science labs, especially in chemistry courses, require students to
work with potentially dangerous chemicals. While science labs are
equipped with safety features like ventilation hoods and showers, there is
still a concern that students will not follow directions and harm themselves
or others. Therefore, science teachers must always be aware of
everything that is happening in their rooms during labs. This can be
difficult, especially when students have questions requiring the teacher's
attention.

2. Dealing With Controversial Topics

- Many topics covered in science courses can be considered controversial.
Therefore, it is important that the teacher has a plan and knows what the
school district policy is concerning the way they teach topics such as
evolution, cloning, reproduction, and more.

3. Knowledge vs. Understanding

- Since science courses cover a large number of topics, there is always
friction between how deep and how wide a teacher should go in their
curriculum. Due to time constraints, most teachers will teach a breadth of
knowledge without having the time to go in depth on individual topics.

4. Time Consuming Planning Requirements

- Labs and experiments often require science teachers to spend a lot of
time in preparation and set up. Therefore, science teachers have less time
to grade during the normal school hours and often find themselves
working late or coming in early to keep up.

5. In Class Time Constraints

- Many labs cannot be completed in less than 50 minutes. Therefore,
science teachers are often faced with the challenge of dividing labs up
over the course of a couple of days. This can be difficult when dealing
with chemical reactions, so a lot of planning and forethought needs to go
into these lessons.

6. Cost Limitations
- Some science lab equipment costs a lot of money. Obviously, even in
years without budget constraints, this precludes teachers from doing
 certain labs. This can be especially difficult for newer teachers to deal with
as they come across great labs that they just can't afford to create.

7. Facilities Limitations
- School labs across the country are aging and many do not have new and
updated equipment called for during certain labs and experiments.
Further, some rooms are set up in such a way that it is actually difficult for
all students to effectively participate in labs.

8. Prerequisite Information
- Certain science courses require students to have prerequisite math
schools. For example, chemistry and physics both require strong math and
particularly algebra skills. When students are placed in their class without
these prerequisites, science teachers find themselves teaching not only
their topic but also the prerequisite math required for it.

9. Collaboration vs. Individual Grades

- Many laboratory assignments require students to collaborate. Therefore,
science teachers are faced with the issue of how to assign individual
grades for these assignments. This can sometimes be very difficult. It is
important for the teacher to be as fair as possible so implementing a form
of individual and group evaluations is an important tool in giving out fair
grades to students.

10. Inadequate teacher compensation and professional development to

attract, prepare and retain high-quality teachers,

11. The insufficient in-service training of the science teacher in the

transition state of a new program,

12. Compartmentalized subjects taught by teachers isolated within and

across departments,

13. Students generally lack motivation and have low self confidence in
learning,

14. Persistent achievement gaps in science and math among many

student subgroups.

15. Demographic changes,

 16. The huge numbers of the students in the class,

17. The informational education orienting students towards only exam

achievement,

18. The broken link with other lessons,

19. Insufficient physical conditions of schools (less laboratory opportunities),

20. The intensive curriculum but insufficient time allocation for science
education and

21. The instruction of lesson in an information level and students in passive

position (only listening and writing), teachers in active position (writing
on the board and teaching in a classical way).

6 CHARACTERISTICS OF A GOOD SCIENCE TEACHER:

1. Arouse curiosity:
One of the major things that has to be present in a Science Class is Curiosity.
Curiosity develops knowledge. The teacher lessons must be in a way such that it
increases their interest towards the subject and develops their imagination.
Generally, students lose their curiosity as time progresses. One of the difficult
tasks for a teacher is to avoid that loss of curiosity among students.
2. Conduct’s fun sessions:
The teacher may include small sessions which may act as thinking drills for the
students at the end of a class. Learning is fueled by Curiosity, Logical Thinking
and Imagination. These small sessions may be used to break the monotonous
classroom routines and give some for the students to enjoy Science.
3. Guides but doesn’t solve:
While clarifying the doubts of students, the teacher may guide the student how
to arrive at the solution instead of just giving the answer. This not only helps the
student solve similar problems on his/her own but it is also aids in exams and
develops the student’s analytical skills.
4. Shows real world applications:
Science may become boring if the student is not shown the connection
between theory and practice. Discussing about real world applications of a
theory or law makes the student understand it better and decreases the
chances of forgetting. It also enhances the student’s logical and investigative
skills.
“Inventions or Discoveries are the result of connecting theory with reality”
5. Involves Experiments:
Experiments are one of the primary techniques in teaching subjects especially
science and they are a fun and interesting way to teach Science to young
children. Simple experiments may be conducted in classrooms for
demonstrating major concepts like Gravity, Force, etc. The teacher may also
conduct Science Exhibitions in which the students may demonstrate their
experimental skills.
6. Isn't terrifying:
Learning is slowed down by fear. The teacher may make sure that students do
not fear to interact with him/her. He/she may encourage interaction in the
classroom by avoiding being too loud and harsh.

CONSIDERATIONS OF TEACHER IN TEACHING EFFECTIVELY:

1. Students Learn Differently

It may seem obnoxiously obvious, but how many classrooms are currently
designed with one learning style in mind?

Worksheets and flashcards work well for students who absorb knowledge
visually, but for a child who needs to hear the information in order to grasp it,
traditional methods of teaching force him or her to use a physical sense that is
not as well-developed.

The visual learner doesn’t have the same opportunity to stretch his or her other
senses. If a teacher comes to the classroom with the basic knowledge that
students learn differently, they will be better equipped to arrange the lessons in
such a way that all senses are activated.

2. Use It Or Lose It
Using information is how it becomes knowledge. Revising knowledge over a
lifetime is how it becomes wisdom. Learning can’t be about coverage, and is
not “set it and forget it.”
3. Consider Kinesthetic Learning
Of the different learning styles, the kinesthetic learning is the hardest bunch to
teach in a traditional setting. This learning is about movement–touching, feeling,
and moving through knowledge, which requires space and opportunity that
many traditional classrooms do not allow for.

Kinesthetic learning benefits from students trying something, watching it fail, and
taking that knowledge forward. While this can be difficult logistically with a large
class, implementing kinesthetic strategies will not just help a few kids, but your
own approach to how students learn.

4. There Are Seven Learning Styles

How exactly “learning styles” should be used depends on who you speak to. It is
true that learning styles are among the most misunderstood facets of modern
education. It isn’t true that there are “kinesthetic learners,” but is is true that
there is “kinesthetic learning.” Key difference.

5. Make It Relevant
Information is only stored permanently when it relates to day-to-day living. For
example, math concepts must be reinforced in real life examples or the student
will have no reason to absorb the information beyond the exam.

History is one of the more difficult subjects to bring into the present, since it
mainly deals with past events, dates, and people. Finding strategies to bring it to
life will help with learning.

As much as possible, history should be experienced through first-hand accounts,

museums, field trips and other enrichment activities.

6. Failure Is a Fabulous Teacher

People learn from failure. In fact, ask any major successful person what helped
them and usually it will involve a story that harkens back to a big “mess-up”.
Failure teaches even better than a perfect score on a test.

Classic grading systems don’t help with this theory, as grades have become
inflated, feared, and used as judge and jury about who learned what. Contrary
to popular belief, learning from failure is anything but easy. It’s not just about
“reflecting” upon what you did.
7. Integrate The Curriculum
Rather than keeping each subject separate, curriculums that use thematic units
work well to blend knowledge together in a way that is useful and memorable.

For example, a unit on Egyptian history could incorporate history lessons, a unit
on linguistics and language (with the hieroglyphics), a science unit (physics and
the building of the pyramids), a writing unit (a report on a child’s favorite
Egyptian monument), and reading a book about the ancient culture.

8. Define “Learning”
The word “learn” has various definitions. In the classroom, it can be the ability to
spout back facts and information on a test. While this is one form of learning,
there are other forms of learning that are just as important. Taken from Route
Ledge Education:

9. Care For Introverts

When Susan Cain released her book, Quiet: The Power of Introverts in a World
That Can’t Stop Talking, earlier this year, it drew a lot of attention onto an
important topic: introversion vs extraversion. The debate, of course, reached the
classroom and according to an Edweek article, teachers might be against their
introverted students.

10. Create Space

This is a psychological and logistical suggestion. Creativity is the birthplace of

true learning, where a student can initiate thoughts, ideas, problems, and make
connections between concepts.

Creativity requires the activation of the right side of the brain. Space allows the
opportunity for creativity to ignite. Logistically, give students a place to stretch
out, move away from a desk, or gaze at the sky outside. In the context of a
lesson, allow for brainstorming sessions. Leave gaps in the order so students can
create their own projects using the facts and theories in the lesson.

11. Brief And Organized “Bites”

When a person wants to memorize a phone number, they divide the digits into
easy to remember patterns.

This is because the brain struggles to hold onto a long list of numbers, but can do
so when they are organized meaningfully. The same principle applies to lectures.
A 30-minute lecture that is not structured with categories, or organized into easy-
to-recall bullets, will not be as effective.
Using another example, the media produces the news in sound bytes because
they know they only have a small window of time in which to grab a person’s
attention; teachers would do well to study the marketing techniques of media in
order to assemble information that is retainable.

12. Use Several Different Angles

For example, if a science teacher is lecturing on photosynthesis, the students will
benefit from hitting the same concept at different angles.

First, the teacher explains the overarching concept. This provides framework
and context. Second, he explores each part of the process in greater detail.
Third, he explains the whole process again, this time encouraging students to ask
questions. Fourth, he asks the students to explain it back to him.

Finally, he takes the process and inserts it into a relevant everyday situation that
stretches the students to apply the information in a real life example. As he
reinforces the concept with different angles, the brain is better able to organize
the information. Trying to hit all of the points in one explanation will overwhelm
most students.

13. Proper Method For The Material

In the quest for “deeper” learning, some professors might dismiss the concept of
shallow learning; the simple recall of theories, facts, and rules. However there is
some validity to rote memorization and the ability to regurgitate rules and facts,
depending on the information.

For example, to learn the multiplication tables from 0-12, shallow learning is
helpful (flash cards, timed quizzes, etc.). However, implementing this technique
for a history lesson will not serve the subject matter.

A student may know all the dates of important world wars, but without
understanding the social themes and lessons learned from these atrocities, have
they really absorbed the importance of studying history?

14. Use Technology

Never before in human history has there been such unparalleled access to
knowledge and information. With the tap of a tablet or smartphone, a student
can get instant answers to questions that used to mean a trip to the library’s
dusty encyclopedia section.

This means that memorization is no longer as necessary as it once was 100 years
ago. Oral traditions and the passing along of information verbally are nearly
extinct. Rather than resist the advance of technology, teachers can take the
opportunity to go deeper with students, since they do not have to waste time
trying to drill facts that are a fingertip away.

Rather, explore themes, study deeper sociological issues, teach the art of
invention and creativity, discover the philosophy of critical thinking, and
encourage innovation.

15. Let Them Teach

One of the most effective methods for absorbing knowledge is to teach the
knowledge back to another. Provide students with ample opportunity to give
lectures, presentations, and develop lesson plans of their own.

Teachers can instruct students to create a lesson plan for a much younger child,
even if the concept is difficult. This forces students to simplify the theory, find
relatable stories and real life examples, and deconstruct the concepts into bite
size pieces.

16. Create Hunger And Curiosity

When students are interested in a subject, their ability to learn greatly increases.
They have more focus, tenacity, initiative, engagement, and investment in the
material. Teachers can give students the freedom to choose their own topics,
which enhances a class that may be stuck in a rut or lacking motivation.

Learning how to whet a student’s appetite for information sets them up to go

after the answer with a sense of hunger.

17. Brainstorming Not Always Effective

The age old saying, “Two heads are better than one,” is very true. Brainstorming
is thought to be the birthplace of profound ideas.

But new studies suggest that that may not be true. Brainstorming introduces
groupthink – a psychological phenomenon where the group forms its own
beliefs – and when it doesn’t, the most charismatic individual tend to take over.

18. Forming Habits

In learning, the same concept applies. Teachers can explain to students the
importance of daily study rather than cramming information the night before.
The small, incremental, and daily rehearsing of information paves a path in the
brain that remains permanently.

Study habits can become regular with guided encouragement to keep going
while the brain catches up to the new norm.
19. Learning Feedback Matters
In the same way that failure stretches a person, learning feedback is crucial to
how students learn. When they can understand their strengths and weaknesses,
accept and receive constructive criticism, and be redirected to the areas that
need assistance, the overall process of learning is enhanced.

That much you probably already know.

But studies have shown that when you give feedback matters just as much
as what feedback you give. Imagine taking a pill now and being able to see its
effect in 5 years vs in 24 hours.

20. Teach How To Learn

“Learning” is an abstract concept to many. By helping students understand the
art of learning, the techniques of learning, as well as the different learning styles,
they will be empowered by the process. It can be discouraging when a new
topic or theory is evasive or difficult.

Students who understand how to learn will have more patience with themselves
and others as they grasp new material.

REFERENCES:

- https://www.teachthought.com/pedagogy/20-fundamentals-what-every-
teacher-should-know-about-learning/
- https://www.thoughtco.com/concerns-of-science-teachers-8180
- https://www.sciencedirect.com/science/article/pii/S1877042812033757
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