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Children live in a world in which science has tremendous importance. During
their lifetimes, it will affect them more and more. In time, many of them will
work at jobs that depend heavily on science — for example, concerning energy
sources, pollution control, highway safety, wilderness conservation, and
population growth. As taxpayers, they will pay for scientific research and
exploration. And, as consumers, they will be bombarded(受到轰击)by advertising, much
of which is said to be based on science.
Therefore, it is important that children, the citizens of the future,
become functionally acquainted with science — with the process and spirit of
science, as well as with its facts and principles. Fortunately, science has a
natural appeal for youngsters. They can relate it to so many things that they
encounter — flashlights, tools, echoes and rainbows.
Besides, science is an excellent medium for teaching far more than content.
It can help pupils learn to think logically, to organize and analyse ideas. It
can provide practice in communication skills and mathematics. In fact, there is
no area of the curriculum to which science cannot contribute, whether it is
geography, history, language arts, music, or art!
Above all, good science teaching leads to what might be called a
“scientific attitude”. Those who possess it seek answers through observing,
experimenting, and reasoning, rather than blindly accepting the pronouncements
of others. They weigh evidence carefully and reach conclusions with caution.
While respecting the opinions of others, they expect honesty, accuracy, and
objectivity and are on guard against hasty judgments and sweeping
generalizations. All children should be developing this approach to solving
problems, but it cannot be expected to appear automatically with the mere
acquisition of information. Continual practice, through guided participation, is
needed.
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发表于 2017-8-6 20:46:54