DEBUNKING TRADITIONAL WAYS OF TEACHING SCIENCE

DEBUNKING TRADITIONAL WAYS OF TEACHING SCIENCE

By: YOLANDA W. LONGAN

Albert Einstein once said, “Science is a wonderful thing, if one doesn’t have to earn one’s living at it.”

Apparently, Einstein was correct in saying this. Science could be a wonderful experience if one is not looking at it only as a means of bread and butter. In the academe, a lot of teachers teach science because they have no choice since they get paid to do it. They are forced to teach it. And they will teach it in how ever way they want to teach it. A lot would just treat this subject matter merely as a means of getting information transmitted to the learners. In doing so, there is a wide gap between knowledge and application. Pupils are taught the concepts and facts. They are asked to memorize not analyze, synthesize and apply. Science is diminished then to rote memory.

Many teachers would regard science difficult to teach. Yes, I agree to this. It is indeed difficult to teach science. And I found the reason why. It is because of lack of passion. I have noticed the waning flame to teach for some teachers. Maybe the love for the subject is either not there, right from the start or already weakening. And so these teachers would just go to their classroom and rant about the lesson for the day without careful preparation. Consequentially, learners would catch the same lack of interest. And so, they do not find meaning in the lesson. They are disinterested. The result is devastating because not only are our students disinterested on the subject but they have also developed a strong aversion to it. What is worst? They shrug- off any activity involving logical reasoning or analysis.  Our students have learned to loathe any activity that would require thinking. They detest analysis. They detest problem- solving. They detest computation. In fact, I often hear some pupils uttering this phrase, “Ayoko yan! Nakakadugo ng utak.”

This aversion toward science is actually the result of ineffective teaching strategies by some teachers. The effect of such teachers’ ineffectiveness is so great that it affects not only pupils’ academic performance but more so their attitude toward the subject itself. This attitude would go on up to high school years or even college years. And such would already be too hard to repair. 

Again, this dilemma would have its roots from the classroom because let’s face it, whatever happens in the classroom plays a big role in the students’ future. And so, with this dilemma, there is a need to re-evaluate the teaching and learning experience inside the classroom, especially with the way teachers teach science. Debunking the old school of thought of teaching science is essential. When I say “debunk,” I mean to set some things straight. We need to straighten up the traditional modes of teaching. Now, do not get me wrong here. There is nothing wrong with time- tested means of teaching like drill and lecture. We just need to limit them or package them anew and customize them to the level of our students.

No longer are students confined with memorization and drills. Students, nowadays, have evolved into diversified learners, with unique learning styles. They would find meaning in their lessons when their interests are tapped. Bringing science to them would mean they have to have hands-on experiences, real- life situations, and contextualized scenarios. Students learn by doing and so, teachers need to provide more opportunities for them to have meaningful experiences in science through various experimentations, field- trips and the like. Teachers face the challenge of preparing differentiated learning experiences to cater to the individual needs of their students. I personally face and take on the challenge to vary my teaching strategies. I have learned to integrate multi- media presentations in my lesson. I do my research. And the Internet is a wide source of information for a lot of learning resources that could be utilized for the students.  I prepare handouts and I cultivate applied science or science being put into action through little experimentations in class. After all, we learn best by doing.

And so debunking traditional modes of teaching science is quite easy. What is needed is only a heart to do it. First, have a heart for change. Second, have a heart for learning. Then third, have a heart for your students. Having these in mind, you would surely make every day of your class worth it for the students. And your students would find every reason to love science.

About the Author

Yolanda Longan is a teacher- contributor from Bulanao Central School, Bulanao, Tabuk, Kalinga. She teaches Science to Grade IV pupils.