RISING TO THE CHALLENGE

S&C FEB 1976
paul ankney - churchlands teachers college --- perth, australia
robert e. rogers --- el ed dept --- wintrop college - rock hill, s.c.

Leyden note:
Ankney is co-author 'paper pencil piaget test' you can give to kids 8-14 years old.

Elementary Teachers give a wide assortment of reasons for not teaching science to young children.

Leyden note: remember -- there are reasons and there are excuses in life. When do you find yourself using "reasons" vs. "excuses ?

In most cases they are somewhat valid. However, it is often possible to surmount both real and imagined difficulties associated with teaching this subject. This article presents some of the common reasons often heard for not teaching science, with our remarks about each. Possible difficulties to meeting the approaches are also suggested.

I don't have the necessary materials to teach science and my school doesn't have funds for buying them.
Many science activities its for young children cost little or no money, as they require few materials. The environment offers insects, plants, clouds, sunlight, etc., and really is good place to start. So are our own bodies. Students can compare their pulse and respiration rates, fingerprint and fingernail patterns, height and weight proportions, proportions, and hair and eye differences. Ask children, "in what ways are our eyes alike and in what ways are they different? Let's find out. Give studnets magnifiying lenses and have them play Òeye doctor." Many activities employ employ available itmes like water, ice cubes, sand, waxed paper, seeds, paper cups, used jars, matches, candles and food coloring. Measuring and pouring water or sand help children learn to conserve qualities.

Besides the economy and abusndance of familiar "raw" materials like these, it is good to use such basic substances when possible because it encourages children to take more active roles in the design of their own learning. Several excellen idea sources for conducitng science activities with inexpensive materials are available.

i don't like science.
i never did well in it & feel uncomfortable teaching it.

i must improve my students' math and reading skills.
i simply don't have time for science.

i don't think my students are old enuff to understand science.

altho i discuss science topics several times a week, my students often show little interest.
No wonder -- holding discussions is the problems. Science is more enjoyable when it is actively experienced. Simply talking or reading about science usually holds little interest for children and non science oriented adults alike. Passively learned knowledge does not have the same impact and transferability as that learned actively, because learners have less opportunity to structure. Information for themselves. Learning resulting from actual experiences is retained and used over and over in later growth. Science for youngsters should almost always be an activity subject.

It is true that some children are not especially interested in sincere, just as some people don't care for tennis or apple pie. There are other reasons that account for a child's lack of interest in science. For example, if we as teachers show less interest in science than other subjects, children are likely to sense our attitude s and patter their own behavior after ours. If we treat science as a second class subject by not making it regularly available, students will get the message clearly. When we give assignments in math, reading and so on, but leave out science they respond accordingly by putting their efforts into areas in which we have placed emphases. Make it possible for children to explore themselves and their environment.

i can't teach science because i don't have enuff ideas.
Local environments off many possibilities for science activities. An unusual insect, dying tree, unusual week or uncommon rock are potential starting points for exploration as are wildflowers, moss, and ferns along the roadside. X-ray films obtainable from hospitals and physicians and dentists' offices, are interesting to youngsters and provide opportunities for learning about bone and teeth structures, age/ size relationships, and may even lead to exploring real skeletons. The ubiquitous dandelion ins a good source for exploring plant life; simply pull them apart lengthwise and crosswise to see their internal parts, and compare the flowers' appearances on sunny and on cloudy day.

A variety of household substances (baking soda; flour; ammonia; cooking oil) can be used in simple chemistry experiments. These readily available items are useful in sensing, mixing, and identifying activities. Have students observe and compare similarities and differences among several powders or liquids of the same color. Ordinary salt can be used in many ways, such as growing xtals, building "sand" clocks, and making pendulum "trail" patterns.

Many books containing ideas for science activities appropriate for young children are available in libraries. You may also find ideas in encyclopedias which can be translated into investigations. Science sourcebooks are and methods books contain many ideas for study. Use your imagination a little to covert these ideas into open-ended discoveries activities. Elementary school science workshops may be offered in your area. These workshops often include activities that you can readily use with your children. Finally, ask your fellow teachers for ideas, and share yours with them. Daily weather variations - (temp humidity; rainfall) can be recorded and graphed on a regular basis. Weather patterns may be detected from such observations.

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