Why Should Children Learn Science

    Learning science helps children to develop ways of understanding the world around them. For this they have to build up concepts which help them link their experiences together ; they must learn ways of gaining and organizing information and of applying and testing ideas . This contributes not only to children's ability to make better sense of things around them , but prepares them to deal more effectively with wider decision-making and problom-solving in their lives . Science is as basic a part of education as numeracy and literacy ; it daily bacomes more important as the complexity of technology increases and touches every part of our lives.

    The word can is used advisely here ; it indicates that there is the potential to bring these benefits but no guarantee that they will be realized without taking the appropriate steps . In learning science the development of the process side and the product side must go hand in hand ; they are totally interdependent . This has important implications for the kinds of activities children need to encounter in their education . But before pursing these implications , there are still two further important points which underline the value of including science in primary education.

    The first is that whether we teach children science or not , they will be developing ideas about the world around from their earliest years . If these ideas are based on casual observation , non-investigated events and the acceptance of hearsay , then they are likely to be non-scientific , "everyday" ideas . There are plenty of such ideas around for children to pick up . My mother believed （ and perhaps still does despite my efforts ） that if the sun shines through the window on to the fire it puts the fire out , that cheese maggots （ a common encounter in her youth when food was sold unwrapped ） are made of cheese and develop spontaneously from it , that placing a lid on a pan of boiling water makes it boil at a lower temperature , that electricity travels more easily if the wires are not twisted . Similar myths still abound and no doubt influence children's attempts to make sense of their experience . As well as hearsay , left to themselves , children will also form some ideas which seem unscientific; for example , that to make something move requires a force but to stop it needs no force. All these ideas could easily be put to the test ; children's science education should make children want to do it . Then they not only have the chance to modify their ideas , but they learn to be sceptical about so-called " truths" until these have been put to the test . Eventually they will realize that all ideas are working hypotheses which can never be proved right , but are useful as long as they fit the evidence of experience and experiment .

    The importance of beginning this learning early in children's education is twofold . On the one hand the children begin to realize that useful ideas must fit the evidence ; on the other hand they are less likely to form and to accept everyday ideas which can be shown to be in direct conflict with evidence and scientific concepts. There are research findings to show that the longer the non-scientific ideas have been held , the more difficult they are to change . Many children come to secondary science , not merely lacking the scientific ideas they need , but possessing alternative ideas which are a barrier to understanding their science lessons.

    The second point about starting to learn science , and to learn scientifically , at the primary level is connected with attitudes to the subject . There is evidence that attitudes to science seem to be formed earlier than to most other subjects and children tend to have taken a definite position with regard to their liking of the subject by the age of 11 or 12 . Given the remarks just made about the clash between the non-scientific ideas that many children bring to their scondary science lessons and the scientific ideas they are assumed to have , it is not surprising that many find science confusing and difficult . Such reactions undoubtedly affect their later performance in science . Although there is a lesson here for secondary science , it is clear that primary science can do much to avoid this crisis at the primary secondary interface.

    學(xué)習(xí)科學(xué)可幫助孩子學(xué)會(huì)認(rèn)識(shí)世界的方法。為了認(rèn)識(shí)世界，孩子們需建立一些科學(xué)概念，這些概念可幫助他們總結(jié)的經(jīng)驗(yàn)。還需要學(xué)習(xí)搜集和組織信息，以及運(yùn)用和辨別思想的方法。這些概念和方法不僅有助于提高孩子們認(rèn)識(shí)周圍事物的能力，而且為他們將來在生活中高效地作出決定，解決問題奠定了基礎(chǔ)�？茖W(xué)就像識(shí)字和識(shí)數(shù)一樣，是教育中最基礎(chǔ)的部分之一�？萍荚絹碓綇�(fù)雜且滲透到我們生活的方方面面，科學(xué)的重要性更是日益增加。

    科學(xué)既是一種方法，又是一種思維方式，既是過程，又是結(jié)果，因此學(xué)習(xí)科學(xué)有雙重益處�？茖W(xué)過程提供了找出信息，辨別思想，尋求解釋的方法�？茖W(xué)的成果即思想，思想可用于認(rèn)識(shí)新經(jīng)驗(yàn)。

    這里多次提到了"能夠"這一詞，意思是科學(xué)有可能帶來這些益處，但不采取合適的方法，這些益處也無法保證。過程和結(jié)果是緊密相連的，學(xué)習(xí)科學(xué)時(shí)，過程和結(jié)果這兩點(diǎn)必須齊頭并進(jìn)，這影響到孩子將來在學(xué)習(xí)中遇到的各種各樣的活動(dòng)的效果。但是在達(dá)到這些要求之前，還有兩個(gè)要點(diǎn)需注意，這是在初等教育中開設(shè)科學(xué)課程的基礎(chǔ)。

    第一點(diǎn)是我們是否教會(huì)孩子科學(xué)了。孩子們?cè)趯W(xué)前就會(huì)初步建立一些關(guān)于周圍世界的概念。如果這些概念是通過隨意觀察，沒經(jīng)過調(diào)查，且捕風(fēng)捉影的一些事件得到的，那么就很有可能是非科學(xué)的生活經(jīng)驗(yàn)。孩子們?cè)谏�活中�?huì)得到許多這樣的經(jīng)驗(yàn)。下面這些事情是我母親深信不疑的：如果太陽穿過窗戶照在火堆上，火堆便會(huì)熄滅（我努力糾正過，但也許到現(xiàn)在她還這樣認(rèn)為）;奶酪蛆（奶酪未經(jīng)包裝就會(huì)生蛆，她小時(shí)侯經(jīng)常遇到的情況）是用奶酪做的，而且蛆是自然生成的（沒經(jīng)過外力）;給一鍋煮沸的水上蓋上鍋蓋，水雖然還在沸騰，但溫度會(huì)降低；如果電線不是纏在一起的話，電流傳播的速度會(huì)更快。這樣的"神話"還有很多，毫無疑問會(huì)對(duì)孩子們形成自己的經(jīng)驗(yàn)造成影響。還有傳聞，如果留給他們自己處理的話，他們同樣會(huì)建立一些看似非科學(xué)的概念。比如，如果要使物體移動(dòng)就必須借助外力，但要使物體停止就不需要外力。這些概念很容易通過實(shí)驗(yàn)來驗(yàn)證，科學(xué)教育就是要讓孩子們想去做這些實(shí)驗(yàn)。這樣一來，他們不僅有機(jī)會(huì)去糾正自己的錯(cuò)誤概念，而且通過實(shí)驗(yàn)驗(yàn)證，他們還學(xué)會(huì)去懷疑所謂的"真理".最終孩子們會(huì)發(fā)現(xiàn)所有的概念都是假設(shè)的，而且從來無法證明是正確的，但是只要他們經(jīng)過經(jīng)驗(yàn)和實(shí)驗(yàn)證明，就是有用的。

    在孩子所受教育中，科學(xué)教育要早，這有雙重重要性。一方面孩子們開始認(rèn)識(shí)到有用的概念必須是經(jīng)過證明的，另一方面，他們形成和接受那些與經(jīng)過證明的科學(xué)概念有直接沖突的日常經(jīng)驗(yàn)的可能會(huì)降低。經(jīng)調(diào)查發(fā)現(xiàn)，孩子們掌握那些非科學(xué)概念的時(shí)間越久，改變這些概念就越困難。許多孩子在開始接受中學(xué)科學(xué)時(shí)，不僅缺乏他們必須的科學(xué)概念，而且還接受了另一種錯(cuò)誤的概念，這會(huì)成為他們學(xué)習(xí)科學(xué)的障礙。

    第二點(diǎn)是在最初開始學(xué)習(xí)科學(xué)時(shí)，要用科學(xué)的方法學(xué)習(xí)，學(xué)習(xí)的初級(jí)階段可形成孩子對(duì)這門學(xué)科的態(tài)度。有證據(jù)顯示，對(duì)科學(xué)的態(tài)度的形成似乎比其他學(xué)科要早，孩子在11到12歲就會(huì)對(duì)是否喜歡一門學(xué)科形成明確的態(tài)度。孩子帶到中學(xué)科學(xué)中的非科學(xué)概念與他們應(yīng)持有的科學(xué)概念之間會(huì)產(chǎn)生沖突，鑒于這一點(diǎn)，許多孩子的思維都被混淆了，覺得科學(xué)深?yuàn)W難懂，這毫不奇怪。這樣的反應(yīng)無疑會(huì)影響他們以后在科學(xué)學(xué)習(xí)中的表現(xiàn)。雖然這個(gè)課程是關(guān)于中學(xué)科學(xué)教育的，但很明顯，要避免這些危機(jī)在初等教育與中等教育過渡期間出現(xiàn)，初等教育能做的很多。