science homework answers 8th grade

science homework answers 8th grade

The Importance of Science Education in 8th Grade

1. Introduction

Our nation is in the midst of a great transformation, brought on by the information age, but as of yet, western science education at the primary level has yet to reflect these changes. With the wide availability of information nowadays, the justification of hiring more people so that they can gain practical experience by trial and error and that students should be taught the existence of scientific knowledge through direct experience has almost completely disappeared in primary education. This is mostly due to the fact that science has lost its title as a federally funded research subject. Because science education at the primary level has big expectations from the public all across the nation, in relation to a universal understanding at the end of high school, most of its focus is placed on the end goal – that is testing the public on their understanding. This has led to a transmission of science education to students who give unconcealed disfavor to the topic at hand, and only learn it because they are forced to in order to get a grade that looks good to the parents. Science education in America is suffering from stupidity on the part of the public and teachers alike. Science has become overly complex, math-oriented, and unwelcoming in the primary grades. By high school, many students completely tune out, or feel that advanced science is not for them because not only has school not taught science in a way that is appealing, but that science is something that is far too difficult to learn. With science now being learned in a very unenjoyable way, now in comparison to the old trial and error process, all the way through high school, many students who dislike the way science has been taught may become future leaders in federal funding, and change it to what it once was, a primary form of research and investigation. With new goals in science education, and students being forced into learning content more difficult than it once was, science education at the primary level needs more attention than ever in order to prevent a further loss in federal funding. At this point in time, it is apparent that science education at the primary levels of school has never been at its best for quite some time, and there is a great amount of room in which it can only get better, as well as a lot to lose, going further down this dark and dreary path. Step one to bringing about a change would be to actually inform the public on what science is and why a new program in science education is necessary. Through this, the public who wants science education to go back to the good old days will catch wind of what is going on, and put forth more support for a brighter future in science education in the primary grades, and students currently learning in the system may gain a newfound hope to carry into high school, and beyond.

2. The Fundamentals of Science

Science has come a long way since the days of Aristotle, where many propositions were made, though little empirical evidence could be sourced. Early philosophers grasped the concept of using logic to better understand the world, and it was this logical approach that evolved into the researching method we now call the scientific method. This method is the logical technique for testing the validity of a natural phenomenon within a cause and effect framework. The scientific method involves a series of steps, of which include observations, the posing of a question, forming a hypothesis, conducting an experiment, analyzing and interpreting results, coming to a conclusion, and if necessary, publishing results. These published results will retract back to the original question or posed hypothesis. The scientific method is taught to all developing science students, and neatly provides students an easy way to understand the problem-solving technique. Developing a good understanding of the scientific method early on is important as this will assist students in linking theoretical science to world issues or practical applications of natural phenomena. Another important concept for students to develop is an understanding of cultural bias. This knowledge is not only important in science but across all curriculum areas in a globalizing world. The learning area says, “students will develop an awareness of the effects that cultural beliefs and practices have on the ways in which science and technology are used and applied.” This statement clearly shows the importance of students being able to identify between differing implications of a particular issue influenced by culture and how culture has influenced the way a particular issue is addressed. This understanding is vital in developing informed and responsible citizens in a sustainable world.

3. Exploring Scientific Concepts

Models of teaching light and shading from students were quite simple. The traditional teaching technique of the teacher was the use of worksheets and notes in the class to try to convey a clear model of how light rays meet an object and produce a shadow. He taught that light was made of straight lines along a path and explained the existence of shadow when an opaque object blocks light in simple terms. Model 1 used a hands-on approach, which allowed students a trial and error method to test their own concepts of what would happen to the house and why. It was proposed that they shine a torch on the model house and see if they could position it in a way so that no light went into the house. Although the amount of guidance resulted in this task being less inquiry-based, the students were still able to clarify their concepts. Model 2 presented their own clear model of light with a plenary to the class. They believed that light rays did travel in straight lines, but when the teacher stopped the class to question why light rays bend when they meet water, this group became confused with its own concept.

Subjects: Light & Shading.

Model 1 was chosen and was set out as an inquiry-based task designed to show the light rays and the concept of why shadows are produced. This task was intended to be carried out without too much teacher guidance. It involved the students making models of a house using cardboard and then transparent film on windows and doors. Allocated 2–3 weeks, it was hoped this task would allow the students to gain a clear understanding of light and shading. Model 2 was a task designed to investigate how gadgets such as torches and stereos work. These students believed that light and sound are free particles traveling until they hit a barrier and disperse into a room. It was quite a simple task but only lasted one lesson, so much less data was collected.

A content analysis approach was used to analyze the presentations. Science education in America. The unit on light and shading was taught to the class using almost entirely the direct instruction technique, limiting data collection for this case. Two models of teaching light and shading were chosen for analysis from the videotaped data of the year 8 student presentations. In the findings reported below, each model is compared to the teacher’s approach as the more traditional method of instruction. (For a full explanation and diagrams of the models used, see Appendix). Every step of the assignment was assessed independently for the degree of how far it was inquiry-based, i.e. the two models were not assessed holistically. Model 1 was intended to be the more inquiry-based approach; however, in practice, it was not as inquiry-based as model 2 due to the inability of the first group of students to grasp concepts, which resulted in a lot of guidance being given by the teacher. Model 1 is explained in the finding and discussion of inquiry so as not to confuse the reader.

4. Developing Critical Thinking Skills

Science education builds on the natural curiosity of students. It offers teachers a chance to guide students through an extended problem-solving activity that is directly relevant to their quest for new knowledge. In doing this, the student practices effective learning, a variety of communication skills, and demonstrates the ability to function as a member of a team. All of these are important traits for a successful contribution to a professional scientific community.

Science education is one of the most effective vehicles for enhancing the development and exercise of critical thinking. It involves a great deal of problem solving and decision making both inside and outside of the classroom and laboratory settings. Because of the complexity of the subject matter, which is presented due to the constantly changing nature of the empirical knowledge base of science, it provides an excellent testing ground for the development of a variety of reasoning patterns that might be used in the everyday decisions people make involving personal and public health, and the environment.

The importance of science education goes beyond a simple motivation to learn. Science education aids students in developing critical reasoning and thinking skills. These skills are not only invaluable to scientists and professionals in the field but are essential to an informed citizenry.

5. Applying Science to Real-World Situations

As stated in section 5, the knowledge that scientific concept is being applied to address a question or solve a problem has widespread effects on learning. Research has shown that students often see little connection between the science they learn in the classroom and the methods used to understand natural phenomena on the one hand, and the scientific activities undertaken by professionals. Further, in that thread it is apparent that in this day and age, few professions are untouched by science. This being the case, the ability to function in today’s society requires an understanding of basic concepts and principles that underlie scientific knowledge. This research also goes on to identify four basic points that are key to understanding science at the inquiry level: planning experiments, testing hypotheses, analyzing data, and drawing conclusions. Students who understand these four points will be scientifically literate and they will possess the skills to critically evaluate information related to public policy, personal decisions, and quality of life issues. The importance of science education in utilizing these principles of inquiry in problem solving is that if the method is something learned and absorbed into day-to-day problem solving for the students, then learning the hard science would be a complimentary element (Buck, 1964).

Science education in the United States has been in a state of near-constant improvement since the 1960s. Much of the improvement has centered around the forming of ideas to identify and develop gifted and talented programs for students who show aptitude in science. These ideas, although an excellent step in the right direction, have failed to come to fruition on several occasions, due in part to the complex nature of identifying who is truly “gifted or talented.” The unfortunate truth is that nearly all students have the capability to excel in science given the proper opportunity. Because of this, it is absolutely essential that science education be focused on the student population as a whole, and not on a select few (Bybee, 1993). This proposed shift in strategy should be motivation for further improvement in science education.