The Influence of Using Different Teaching Methods in Science Classroom
According to John Dewey, the connection to science education is particularly drawn from his methodological approach. This shows a reflective form of experience in science education. The teaching of science is only “risky at presumptions”. However, there is a gap between the scientific analyst and those who are generally interested in science. Science education has a great significant due to requisite of educational progress that promotes mutual understanding. The science education surpasses the limitations and overcomes where there is no right that can be saved by any courtesy (Dewey, 1938). Science education belongs to those that feel the disappointment of the results attained. It is in the view that science education provides a relatively equal opportunity putting into consideration the chances that the students are given.  Students have not yet taken the challenge to take science study due to its complexity. It is involving since the students have to be made familiar with what science in education entails and their attitude and their “mental habits” should be transformed (Dewey, 1938).

Science education has been contended discretely due to its claims. As a result of science, the art of human breathing has become acquainted and great contributions made to it.  The knowledge gathered from science through literature, its politics and the fluctuation of its career have laid hold on the emotions and has led to modification of character resulting to speculative intelligence. Nevertheless, science education plays an equal part in literature and language.  Science literature is more appealing than any knowledge of physical things if it is conveyed in impersonal terms. This is true because life is a “self-renewing process’’ which is taken up through the actions of an environment (Dewey, 2013).

It is true to say that science education shows an impressive reflective form of experience in that the universal character and the natural facts have some laws formulated about them gives science an advantage over literature. Although if science education is viewed from a standpoint of general education its superiority is turned to a defect in that it is inexhaustible, multitudinous and has no particular start point and an ending point. This does not deter science education because since “we do not live upon the medium of the universal principles but through the means of adaptation and struggles” (Dewey, 1938).

The relationship between the reconstruction of experience and inquiry could be developed further if the limitation of old fashioned studies can be eliminated. The level of belief in the children in the elementary in science should also be changed so that their attitude towards science education can be changed in their earlier years of life. This goes a long way in the education life of the children that will a high equilibrium in science related studies and utilize the obstacles to enhance continuity (Dewey, 2012). The reconstruction will change the belief of a student, make them engage in different science role and also make them do and achieve certain things. This also increases their laboratory skills and become liturgical. Ensuring a modern warship towards science education will create marvelous ideas in science life and education that will outline survival and will result in the most attentive recognition of science education. To enhance the experience there should be criteria of good aims that will lead to an outgrowth of science education. The experience will be enhanced in a better if the educator’s capability of science is changed to a more positive way that will steer head its growth and recognition which will in turn result to more interactive forces since education is a “necessity of life’’(Dewey, 2013).

 

Reference

Dewey, John (1938). Experience & Education. New York, NY: Kappa Delta Pi.

Dewey John (2012) Reconstruction in philosophy. Gutenberg

Dewey John (2013) Democracy and education. Gutenberg