PROBLEMS OF TEACHING SCIENCE education doc

GOMBE STATE UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
ASSIGNMENT
THE LEARNER: WHO IS A LEARNER? WHAT ARE THE ROLES OF
A LEARNER IN THE TEACHING AND LEARNING OF SCIENCE? IF
STUDENTS ROLE IS NOT PLAYED, WHAT ARE THE
QUENSEQUENCES? WHAT ARE THE RECOMMENDATIONS?
BY
REG. NO- PG23/MED/SED/1006
NAME- DURSILA NUMJI KALTUNGO
COURSE CODE: EDSC 807
COURSE TITTLE: PROBLEMS OF TEACHING SCIENCE
COURSE LECTURER: DR. M.E SULAI
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INTRODUCTION
One of the most pivotal factors in education is the teaching-learning process. The
teaching-learning process is the main pattern for both teachers and learners to
accomplish specific goals. Evidence highlights that the success of this process
requires using some methods that involve students as much as possible in the
classroom learning environment and this inclusive participation is one of the main
active learning strategies.
Learning in the 21st century is as simple as switching on a light. All an individual
needs to do is find the right learning material or resources. There are various
learning resources available online like YouTube videos, educational blogs, online
courses, etc. A learner also needs to have a good amount of dedication,
commitment, and love for learning,(Carroll, 2000). And as the wonderful quote by
Jiddu Krishnamurti says “There is no end to skill education. It is not that you read
a book, pass an examination, and finish with education. The whole of life, from
the moment you are born to the moment you die, is a process of learning.”
WHO IS A LEARNER?
A learner is someone who is actively engage in the process of learning. This can be
a student in a classroom setting, an employee in a training program or simply
someone who is curious and wants to expand their knowledge. Learners come
from all works of life and have different motivation for learning. Some are driven
by a desire to achieve a specific goal, while others are motivated by a love of
knowledge or a desire to better them. Regardless of their motivation, learners
share a common desire to expand their horizons and improve their skills.
A learner is an individual who is willing to learn and understand new things.
Learning is a process of understanding and acquiring knowledge of new things
and concepts. An individual can be a learner at any point in time they want.
Factors like age, gender, etc. do not come in between the learning of the learner.
Learning depends on various measures like the need for paradigm shift
skills required for a job, schooling requirements, or merely the curiosity or wishes
of an individual.
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Learning is a personal act of individual to make full use of his potential. It is a
process of self-actualization to its maximum level. The basic characteristics of self-
actualizing people are: they have tolerance for ambiguity, acceptance of self and
others, and peak experiences that lead to personal transformation through new
insights. (Brockett & Roger,1994).
According to Driscoll (2000), learning is a process of continuous change in human
performance or performance potential. It must come about as a result of the
learner’s experience and interaction with the world around him.
The 4 types of learners in education include:
1) Visual
2) Auditory
3) Reading/writing
4) Kinesthetic.
VARK model is an acronym that refers to the four learning styles: visual, auditory,
reading/writing preference, and kinesthetic.
Visual
Visual learners prefer to take in information using charts, maps, graphs, diagrams,
and more. Using images to explain concepts and ideas is the best way to reach a
visual learner. However, this type of learning style does not include photographs
or videos. Instead, visual learners learn best when information is presented using
patterns, shapes, and other visual aids in the place of written or spoken words.
One way teachers can differentiate their instruction for visual learners are by
using graphic organizers to teach a lesson. A flow chart might be used to explain a
scientific process, for example.
Auditory
This learning style describes students who learn best when information is heard
or spoken. They benefit from lectures, group discussion, and other strategies that
involve talking things through. “Often people with this preference want to sort
things out by speaking first, rather than sorting out their ideas and then
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speaking,” VARK Learn Limited explains. To help auditory learners learn, teachers
can post audio recordings of lessons on the class website, or incorporate group
activities that require students to explain concepts to their classmates.
Reading/Writing Preference
Students who have a reading/writing preference prefer information to be
presented using words. They love to read and perform well on written
assignments such as stories or book reports. This preference emphasizes text-
based input and output – reading and writing in all of its forms,” VARK Learn
Limited notes. A great way to help these students learn is by having them
describe diagrams or charts using written statements. Then, they can study their
notes later to better retain the information.
Kinesthetic
Kinesthetic learners learn best when they can use tactile experiences and carry
out a physical activity to practice applying new information. “People who prefer
this mode are connected to reality, ‘either through concrete personal
experiences, examples, practice or simulation,’” VARK Learn Limited explains.
Give these students a working example of an idea or process, or task them with
recreating experiments to illustrate concepts.
CHARACTERISTICS OF A GOOD LEARNER.
1) CURIOSITY- A curious learner is someone who is always asking question and
exploring new ideas. They are never satisfied with the status quo, and they
are always looking for ways to learn more. This can be expressed in a
variety of ways. For example, a curious learner might ask a lot of question
in class, seek out new information on their own, or try to apply what
they’ve learnt in new ways. No matter how they apply it, curiosity is an
essential trait for anyone who wants to be a lifelong learner.
2) OPEN- MINDEDNESS- An open- minded learner is someone who is willing to
consider new perspective and view point, even if they don’t immediately
agree with them. This doesn’t mean that they are willing to engage in
constructive dialogue and learn from others. This can be a challenge,
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especially when someone is confronted with ideas that conflict with their
own. However it’s an important part of being a lifelong learner, because it
allows you to expand your horizons and gain new insight.
3) PERSISTANCE- A persistent learner is someone who doesn’t give out easily,
even when the going gets too tough. They recognize that learning is a
process, and they are willing to put in time and effort it takes to master
new skills. This might mean staying up late at night to study for an exam,
practicing a new skill until they get it right, or asking for help when they
need it, Persistent is a vital characteristic for anyone who want to achieve
their goals.
4) SELF- DIRECTION- A self- directed learner is someone who takes
responsibility for their own learning. They don’t rely on others to tell them
what to do and how to do it. Instead, they sell their own goals, create their
own learning plan, and evaluate their own progress. This can be challenging
especially in the beginning, but it’s crucial for lifelong learners.
5) REFLECTIVE- A reflective learner is someone who takes time to reflect on
their learning progress and access their progress. This might involve
reviewing past assignment, setting goals for future learning, or simply think
about what they have learnt and how it relates to their life. Reflective
learners are self-aware and use this self-awareness to make improvement
in their learning. They understand that learning is a process and that
mistakes and setbacks are part of the process. They are also willing to take
risk and try new things knowing that they might not always succeed.
6) CONNECTED- because they’re moving from the “me” to the “we.” They’re
social learners and strongly believe in the value of relationships. They’re
not limited by what their teacher knows, rather they are empowered by the
ease with which they can now share their ideas and get feedback from
significant others outside their classroom, school, state or country. They
have the opportunity to connect real ideas in a world outside the limits of
school which provides them with an authentic canvas for their work.
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ROLES OF A LEARNER IN TEACHING AND LEARNING OF SCIENCE.
Learners are not defined by an age group or demographic but rather by their
habits, dispositions, and most importantly their ideas about the rapidly changing
world in which they now live. They are identified by how they function within that
modern context. They’re motivated by unlimited access to the world around them
and a freedom to learn, and consequently, their behavior is in stark contrast to
learners of old.
Learners are not tabla rasa, empty vessels to be filled with prescribed, testable
lumps of knowledge. Learners should aspire to be designers of the changing
world. They are producers and contributors, not just passive consumers. Building
on the living-systems concept, proponents of this “learner-centered” perspective
contend that education must concern itself with how to provide the most
supportive learning context for diverse students a context created primarily when
teachers value and understand individual student needs (Marshall, 1998;
Sarason, 1995).
In teaching and learning of science, students play several roles that contribute to
the overall learning process. These roles include:
1) Active Participants: Students should actively participate in the learning
process. This includes asking and answering questions, completing in-class
assignments, and aligning behavior to classroom norms.
2) Curious Learners: Students should be encouraged to ask their own
questions and share their desired classroom norms. This fosters curiosity
and a willingness to engage in the learning process.
3) Collaborators: Students can work together in pairs or small groups,
promoting a more interactive and cooperative learning environment.
4) Organizers: Students can take on roles such as setting up activities,
providing clear instructions, and following a step-by-step procedure.
5) Mentors and Tutors: Students who grasp concepts quickly can help their
peers understand difficult concepts, promoting a shared learning
experience.
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6) Prompters and Diagnosticians: Teachers can play these roles, but students
can also provide supportive hints and recognize the root causes of learning
difficulties.
7) Informers and Researchers: Students can conduct research and share their
findings, contributing to the overall learning process.
8) Community Organizers: Students can encourage fellow students and
community members to take action for specific causes, fostering a sense of
responsibility and engagement.
9) Self-Managers: Students should learn to manage themselves responsibly,
including their time, energy, possessions, thoughts, actions, and feelings.
10) Building Knowledge Together: Students can work collectively to
build knowledge by sharing ideas and information, fostering a collaborative
learning environment
11) Engaging in Scientific Reasoning: By using scientific tools and
methods, students can engage in scientific reasoning, which is crucial for
developing a deeper understanding of scientific concepts
12) Leveraging Prior Knowledge: Educators can leverage students' prior
knowledge to build a strong foundation for science learning, encouraging
students to engage in scientific sense-making and authentic knowledge-
building
13) Developing Critical Thinking Skills: Practical work in science helps
students develop critical thinking skills, problem-solving abilities, and a
deeper understanding of scientific concepts
14) Acting Like Scientists: Through practical work and scientific processes,
students can learn to think and act like scientists, enhancing their scientific
knowledge and skills
These roles help create a supportive classroom community where students are
actively engaged in their learning and contribute to the overall learning process.
WHAT ARE THE QUENSEQUENCIES OF LEARNERS NOT PLAYING THEIR ROLE IN
THE TEACHING AND LEARNING OF SCIENCE?
If science students did not play their role, the consequences could include:
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1. Loss of interest in science: Students not interested in science may not pursue
further education or careers in science-related fields, leading to a decrease in the
number of scientists and researchers in the future.
2. Reduced understanding of scientific concepts: Without proper education in
science, individuals may have limited knowledge about scientific principles and
processes, which can hinder their ability to make informed decisions about
scientific issues.
3. Negative impact on scientific research: A decline in the number of science
students could result in fewer researchers and scientists, potentially slowing
down scientific progress and innovation.
4. Reduced participation in scientific fields: A lack of interest in science may lead
to a decrease in the number of students pursuing careers in science-related fields,
such as medicine, engineering, and technology.
5. Inadequate scientific literacy: Without a strong foundation in science,
individuals may struggle to understand and evaluate scientific information, which
can impact their ability to make informed decisions about personal and societal
issues.
6. Loss of interest in science-related careers: Students who are not interested in
science may not pursue careers in science-related fields, leading to a shortage of
professionals in these areas.
7. Reduced contributions to scientific advancement: A decline in the number of
science students could result in fewer individuals contributing to scientific
research and discovery, potentially slowing down progress in various scientific
fields.
8. Negative impact on scientific education: A decrease in the number of science
students may lead to a decrease in the quality of science education, as there may
be fewer students to participate in scientific research and contribute to the field.
8

9. Loss of scientific perspectives: A decline in the number of science students may
result in a loss of diverse perspectives and ideas in the scientific community,
potentially limiting the range of scientific inquiry and discovery.
10. Reduced understanding of scientific issues: Without proper education in
science, individuals may struggle to understand and engage with scientific issues,
which can impact their ability to contribute to scientific debates and discussions.
RECOMMENDATIONS
These are a few recommendations to make science more engaging for students.
Teachers should consider the following strategies:
1. Use games and hands-on activities: Incorporate games, quizzes, and hands-on
activities to make science lessons more interactive and fun. This can help students
stay engaged and interested in the subject matter.
2. Be enthusiastic and energetic: Show your enthusiasm for the subject by being
energetic and excited about the topics you teach. This can help students become
more engaged and interested in science.
3. Call in experts: Invite experts in the field to speak to your class or participate in
virtual discussions. This can help students see the real-world applications of
science and inspire them to pursue related careers.
4. Use ready-to-go resources: Utilize pre-made resources, such as lesson plans
and activities, to save time and ensure that your lessons are engaging and well-
structured.
5. Let students have choices: Allow students to make decisions about research
and assignments whenever possible. This can help them feel more invested in
their learning and increase their motivation.
6. Go on field trips: Organize field trips, both virtual and in-person, to help
students experience science firsthand and see the real-world applications of the
concepts they learn in class.
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7. Keep it at their level: Ensure that science lessons are presented at an
appropriate level for students, making complex concepts more accessible and
understandable.
8. Use demonstrations and simulations: Conduct demonstrations and use
simulations to help students visualize and understand complex concepts. This can
make science more engaging and help students grasp the material more easily.
9. Connect learning to real-world examples: Relate science concepts to everyday
life and real-world situations to help students see the relevance of what they are
learning.
10. Encourage collaboration: Foster a collaborative learning environment where
students can work together on projects and assignments. This can help them
develop teamwork skills and increase their motivation to learn.
CONCLUSION
In conclusion, learners play vital role in the teaching and of science especially with
the appropriate environment and motivation by teachers and instructors.
Learning of science will be an exciting experience for students and it will be less
work for teachers if the above recommendations are applied.
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Working with Big Ideas of Science Education
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