Learning Science

Recent efforts (1) at redesigning the science education in the US is a welcome change. Scientific education has lagged across the world – both in structure and content. The 8+1 effort is in the right direction – but it does not go far enough. Granted - atoms, cells, radiation, systems change, forces, energy, conservation of mass and energy, and variation – are fundamental concepts but it is unclear why educators have to stick with status-quo when significant challenges exist against them. It is almost like scientists and educators want to “protect,” the students from the confusion that is prevalent.



Take the mighty atom for example. Dalton’s insight 200 years ago set the course to more fundamentally understanding matter. However, it is not a fundamental unit anymore and the significant advances made since then to explore the quantum world, poses an important education question. Should Scientific education be akin to the study of history – or should it be transformed in such a way that the best available information is used. Should Newton’s laws be taught before quantum mechanics and the general theory of relativity? The efforts to feed scientific history to children is creating a world of artificially designed generational overlap that deters progress. In sport, we do not run back to assure an overlap in a relay. Future generations should not be afraid to take off from where the last one finished. We, assuredly, have not understood much, yet.



It is time we fundamentally redesigned scientific education. How one should go about it is a matter of debate.  US students need new way of learning science. Published: Thursday, April 5, 2012 - 15:41 in Mathematics & Economics. Further information on 8+1. http://8plus1science.org/ Source: Michigan State University



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Published on April 13, 2012 16:08
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