A Reflective Discourse on Science Learning and the Merits of Simulation

Abstract

Introduction It is widely understood and technology education are central the development and prosperity of all modern societies. Embedded in the context of recent U. S. education reform initiatives from the national local levels is the belief in and commitment adequate instruction for all students. Also, it is clear learning necessitates a move from passivity activity and students develop a better understanding of through inquiry and exploration. common thread envisioned by these reform efforts is an improved and uniform level of scientific literacy, which, according the National Science Education Standards, is generally defined mean that a person can ask, [and then] find or determine answers to, questions derived from curiosity about everyday experiences (1996, p. 22). Further, the authors of Science for All Americans (Rutherford & Ahlgren, 1990, p. v) state education should equip our students to participate thoughtfully with fellow citizens in building and protecting a society is open, decent, and vital. America's future--its ability create a truly just society, sustain its economic vitality, and remain secure in a world torn by hostilities--depends more than ever on the character and quality of the education the nation provides for all of its children. Of course, a scientifically literate citizenry electorate is essential and fundamental this globally-shared vision. While it appears there is general consensus among educators a primary mission of K-12 education is scientific literacy, debate wages over how best achieve this elusive goal. Certainly, there is no magic bullet, no one-size-fits-all strategy can accomplish this task. Yet, there is a great deal be gained from a continuous and vigorous discussion on learning and knowledge acquisition: schools and educators must evolve teach more effectively, and, in turn, assist in moving their students toward a more definitive and measurable outcome known as scientific literacy. Learning Science Learning should be a natural or automatic result of a coherent and relevant curriculum, since it concerns our most basic and common physical daily life experiences. Yet, it is clear the majority of textbooks and associated activities do not reflect the cohesiveness and interdisciplinary dynamics of the field. world is rich in natural and technological phenomena await exploration, description, and demystification. However, student interest and appreciation for the universality and practicality of the subject is virtually non-existent. This is attributed, in part, an enculturation process socializes students (and their teachers) believe, conclude, or assume is an inherently difficult and remote subject learn, understand, and value. question must be asked, how can educators capture the excitement of learning and investigating for themselves and their students? What must take place so teachers and students will commonly and enthusiastically echo Nobel-Prize winning physicist Richard Feynman's sentiments: The world looks so different after learning science (1968, p. 319). We know learning both occurs deliberately and not as deliberately as an individual interacts with and experiments upon the corresponding environment. However, students are not taught or adequately encouraged contextualize explorations (in a classroom or independently) and place this knowledge in a framework in which they can attach their own reality and prior experience. Frequently, they grow discouraged or frustrated in their efforts make real sense of science. Over time, their alienation and dislike of the subject grows. As an example, one can readily see the learning estrangement when teachers prematurely lecture on complex topics or over-emphasize abstractions, theories, and vocabulary. …