Science teachers have a wonderful opportunity to teach children about science and its relationship to the world. Regrettably, decreased teaching budgets and indifference from students occasionally make it problematical to get student’s attention in topics like earth science, biology, physics, and chemistry.
Some teachers have become more innovative and use practices such as peer-learning role-playing, and include modern day events in their science curriculum. These practices help to enlist students and help them comprehend the value of science. Teachers must also make it fun when teaching scientific principles and help students understand everyday topics in the <>world of science.
Science Teacher Shortage
The US is currently up against a shortage of teachers, particularly in the subjects of science, math, and technology. This deficiency is especially prevalent in urban areas like New York City. In the next eight years, the number of new teachers in these subject areas is predicted to be 25,000. The economic, political, and logistical burden this need presses upon larger school systems comes at a time when teacher education programs are being pressured to decrease the time spent in learning institutions.
Some feel that before the public’s directive for scientific literacy can be accomplished, accustomed outlooks about the teaching and learning of science must frequently be confronted through procedures demanding time, know-how, and backup in professional programs intentionally created to produce exemplary science teachers. Luckily, there are ways to get an online Masters of Science in Education these days.
What is the Role of a Science Teacher?
Basically, the science teacher should be a conduit for change. The changes needed are intangible and cultural. These changes must sanction individuals to go beyond old ways of thinking about the place of science education to change mental paradigms of the roles and goals of students and teachers in the learning environment.
Along the way, good science teachers interpret innovative understandings of inquiry and consequential learning into actual new ways of comprehension.
Therefore, science teachers must ease the exodus of the thought processes of their students from the conventional models of learning science no longer relevant in a world with rapidly growing advancements.
Science teachers in institutions of higher learning must also aid their students who want to become teachers themselves with carefully thinking about what they will value in the educational community, and what they want to establish as teachers. For many future and practicing science teachers, innovative new ways of looking at the teaching and learning of science must be accepted to meet the new demands in science education. Unfortunately, this usually demands the denial and rejection of models that are simple and easy to imitate.
The real hidden role of the science teacher is to shake up comfortable, traditional views about schools and schooling. This will hopefully endorse conceptual changes in a broad range of communities and learners, and through a wider range of people adding to the educational curriculum.
Making Science About Today and Tomorrow
Some students are not enthused about science because they cannot imagine how it will fit into their lives later on. Tying present events into science lectures and experiments is a fantastic way to grab the interest of students in a scientific classroom environment. Above all, teachers of all kinds must remember that action will always trump lecture and activity will always win out over being motionless at a desk.
For example, science teachers can lecture on the effects of the BP oil spill. They can discuss the effects on wildlife in the surrounding area. Earthquakes, tornadoes, hurricanes, and other natural disasters are perfect for insertion in this type of discussion, as well.
Basically, science teachers must find innovative ways of teaching, compete with technology, and include world events and activity to garner and maintain their student’s interest.