In trials teaching Einsteinian physics in schools, our most astonishing discovery was that children were not astonished: they just took the ideas in their stride.
Teachers are right in selecting age-appropriate scientific models and teaching these in age-appropriate ways – even though the science they present isn’t the whole story.
It’s important to keep teachers passionate about what they’re teaching.
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In our research, we offer teachers the chance to hone their skills in their teaching discipline, such as art. Those part of the program say it makes them better teachers, and more likely to stay.
Physics teachers often pass on misconceptions to their pupils.
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The affective domain - motivation, interest and values and their inter-relationships - forms an integral component in facilitating learners’ construction of physics knowledge.
Children need to learn that science is worth getting excited about.
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For science to have an impact there must be a genuine will to implement its advances. This requires promoting a greater understanding of science in broader society.
Investing in pupils’ maths skills is an investment in a country’s economy.
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Good quality education fuels an economy. South Africa needs to increase its supply of science and technology university graduates. But instead it’s lowering the bar, especially when it comes to maths.
Being a physics teacher is about teaching as much as physics.
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Science that students learn in context - rather than science as isolated knowledge items - can deliver both scientific literacy and positive learner interest.
Why are there so few specialist science teachers?
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With the current demands from industry for STEM graduates, how many are going to give up high paying jobs in industry for the short term sugar-hit of $15,000 and the stress of the classroom?
Some students will not encounter a trained maths or science teacher until the latter years of secondary school.
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