Alyssa Ballard, 2016.

Learning Theory

Learning Theory

Part 1: Science Education

From visiting elementary classrooms, I have noticed that there is not time in the school day for science.
It is often a subject that shares a time block (once or twice a week) with a social studies lesson.
Elementary schools sometimes have a science program, treated like art, music, or gym. They go to a
designated science room with a science teacher and do real science – for only 30 minutes, once a week…

I would argue that science is more important than that. It deserves more time in the classroom, even if
that means incorporating science concepts into other subjects like math, reading, social studies, or even
gym. The process of doing real science will create critical thinkers who problem solve, challenge ideas,
question everything, and back opinions and observations with evidence.

Students can use the strategies of learning science and apply them to everyday life and other school
subjects. We need to teach students that we do real science every day. We are always wondering,
observing, and questioning the world; it is normal as human beings. As science teachers, we need to
keep strengthening this way of thinking and help students make new conclusions to problems based on
evidence that they find.

Sometimes real science is difficult to achieve due to time and money restrictions. The method of
learning science through inquiry-based activities can be used to affectively teach science concepts. Even
though some inquiry-based activities are hard to make time for, but they are the best for students when
it comes to learning science. Inquiry based science is student driven and can make the lessons “stick”
with the students longer. From participating in “"Physics by Inquiry" from L.C. McDermott and the
Physics Education Group at the University of Washington, I experienced a real science inquiry class at
the college level. The ideas and concepts that I (the student) was able to realize on my own, are easier
for me to retrieve from my long term memory.

Science is also a never-ending process. Students should know that everything we know about the
natural world can at any time change or be challenged. New information is always being discovered,
which means we have to modify the way we thought before. Students should also be taught how
important this tentative nature is. They have the power to create experiences and new ideas to
challenge other thinking. However they cannot just make the statement without evidence to back it up.
(Mccomas, 2004)

Evidence is a key component in science. Students should learn that they cannot just make a statement
about something without backing it up with data or some type of evidence. Evidence makes the
statement stronger. This concept can be used in any other subject in school, like when writing a paper. A
student may state that they had fun during Christmas break, but without evidence of what they did to
have fun, the statement is weak or not conclusive. (Mccomas, 2004)

Science cannot answer all questions. This goes with the above statement about evidence. A scientist
cannot make a statement about something that is not testable. Philosophical and faith-based questions
 Alyssa Ballard, 2016. Learning Theory

cannot be answered using scientific thinking, and they also do not thrive to do so. Science is based on
evidence. It cannot tell humans how to live, how to interact with each other, solve moral issues, or why
we as humans exist. Learning science should not interfere with religious practices or beliefs. Religion and
science are not trying to compete. (Mccomas, 2004)

Part 2: General Education

Diversity is beneficial in a classroom. If a teacher has a diverse group of students that come from
different backgrounds, there will be more opportunities for a diverse range of background knowledge.
This will allow for students to learn from each other and about different cultures. These ideas can be
used to create an open and safe place for all students to share ideas, just as they would in society.

Teachers should invite students to want to learn. One of my goals as a teacher is motivating all of my
students to want to learn. I want them to enjoy coming to school to learn and learning new things at
home or anywhere they go. Students will learn more if they want to learn. To do this, teachers should
make content interesting to students personal lives and have them always keep their eye on the target –
or the bigger picture. The big picture could be any goal that the student sets for themselves to be
successful.

The classroom should be a safe space. Students should feel comfortable to make mistakes and take
risks. Students learn from mistakes and if they are not comfortable making them, they will not learn.
Teachers should make sure that every child feels safe in their classroom, regardless of what may be
going on in their home life.

References:

Mccomas, W. F. (2004, November 29). The keys to teaching the nature of science. NSTA WebNews
Digest. Retrieved November 8, 2016, from http://www.nsta.org/publications/news/story.aspx?id=49929

"Physics by Inquiry" L.C. McDermott and the Physics Education Group at the University of
Washington Volumes I John Wiley & Sons, Inc., New York, 1996,