AYUBOWAN May all living-beings live long PROFESSOR SARATH . WIMALABANDARA. KOTAGAMA PROFESSOR OF ENVIRONMENT SCIENCES UNIVERSITY OF COLOMBO COLOMBO 3 SRI LANKA From the Science & Technology Policy document… “Sri Lanka is in an enviable position of being one of the countries in the world with an exceptionally high literacy rate, a status that had been attained largely on account of the system of compulsory education up to GCE Ordinary level Examination. However, the absence of a broad based scientific literacy supported with an integrated approach to science and technology, has restrained the growth of an innovation culture in Sri Lanka” “It has been consistently stressed by educational authorities that over the past few years, reforms in education and in the methods of science and technology teaching, had been designed to inculcate the philosophical basis of understanding scientific principles. In addition there has been changes in teaching aids in the teacher training programmes. These reforms had been focused on promoting an understanding of value systems and critical inquiry.” “However, in relation to teaching methodologies the importance of transferring factual knowledge together with a “conceptual understanding” had received only feeble consideration both at secondary and tertiary levels.” “Consequently, the emergence of a broadened attitude and outlook among students has not materialized, .. ..while the undesirable exam orientation of students continues to remain a major hurdle in achieving the desired goals of general education.” In summary… “the absence of a broad based scientific literacy supported with an integrated approach to science and technology, has restrained the growth of an innovation culture in Sri Lanka” “in relation to teaching methodologies the importance of transferring factual knowledge together with a “conceptual understanding” had received only feeble consideration both at secondary and tertiary levels.” “..the emergence of a broadened attitude and outlook among students has not materialized” VISION SCIENCE EDUCATION THAT WILL MAKE SCIENTIFIC LITERACY FOR ALL A REALITY WHAT IS SCIENCE LITERACY ? ..is the knowledge, and …understanding of scientific concepts, and …processes required for personal decision making, …participation in civic and cultural affairs, and economic productivity. Scientific literacy means .. ..that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences ..that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. What is Scientific Literacy? Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. – A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately. Scientific literacy has different degrees and forms; it expands and deepens over a lifetime, not just during school. WHY IS SCIENCE LITERACY IMPORTANT ? An understanding of science offers personal fulfillment and excitement – benefit that should be shared by everyone. We are confronted increasingly with questions in our lives that require scientific information and scientific ways of thinking for informed decision making. This will determine how we mange our shared resources – air, water and nature To achieve science literacy we have to strengthen SCIENCE EDUCATION A sound grounding in science strengthens many of the skills that people use every day…. - solving problems creatively, thinking critically working cooperatively in teams using technology effectively, and valuing life-long learning Understanding of science and the process of science contributes in an essential way to the skills of… Learning Reasoning Thinking creatively Making decisions Solving problems LEARNING SCIENCE IS AN ACTIVE PROCESS LEARNING SCIENCE IS SOMETHING THAT STUDENTS DO, NOT SOMETHING THAT IS DONE TO THEM. HANDS-ON activities, while essential are not enough. Students must have MINDSON experience as well. “Science as a process” SHOULD BE UNDERSTOOD in which students learn skills as observing, inferring and experimenting INQUIRY IS CENTRAL TO SCIENCE LEARNING.. Observation, posing questions, examining books, see what is already known, planning investigations, reviewing what is already known, using tools, gather information/data, analyze, interpret, propose answers, explain, predict, and communicate We Teach What We Think • A teacher’s attitude about science affects students’ attitudes about science. • Teachers who are enthusiastic, interested, and who speak of the power and beauty of scientific understanding instill their students some of those same attitudes. Science can prove anything, solve any problem or answer any question. • Science actually attempts to disprove ideas (hypotheses). • Science is limited strictly to solving problems about the physical and natural world. • Explanations based on supernatural forces, values or ethics can never be disproved and thus do not fall under the realm of science. Any study done carefully and based on observation is scientific. • Science must follow certain rules. • The rules of science make the scientific process as objective as is possible. Objective = Not influenced by feelings, interests and prejudices; UNBIASED vs. Subjective = Influenced by feelings, interests and prejudices; BIASED The first priority of science education is basic science literacy for all students, including those in groups that have traditionally been served poorly by science education, so that as adults they can participate fully in a world that is increasingly being shaped by science and technology. Education for universal science literacy will, in addition to enriching everyone’s life, create a larger and more diverse pool of students who are able to pursue further education in scientific fields and are motivated to do so. Science literacy consists of knowledge of certain important scientific facts, concepts, and theories; the exercise of scientific habits of mind; and an understanding of the nature of science, its connections to mathematics and technology, its impact on individuals, and its role in society. For students to have the time needed to acquire essential knowledge and skills of science literacy, the sheer amount of material that today’s science curriculum tries to cover must be significantly reduced. Effective education for science literacy requires that every student be frequently and actively involved in exploring nature in ways that resemble how scientists themselves go about their work. SCIENCE - TECHNOLOGY The goal of science is to understand the natural world, and the goal of technology is to make modifications in the world to meet human needs IMPROVING SCIENCE EDUCATION MUST BE PART OF THE SYSTEMIC EDUCATION REFORM EFFECTIVE TEACHERS OF SCIENCE CREATE AN ENVIRONMENT IN WHICH THEY AND STUDENTS WORK TOGETHER AS ACTIVE LEARNERS SCIENCE TEACHING IS influenced by… • • • • Vision of science education How they are taught Teachers perception of science Understanding –constructed through individual and social processes • Relationship with students PURPOSE.. • TO MAKE LEARNING A PLEASURE (FUN) • TO USE THE ENVIRONMENT – OUT OF CLASSFIELD BASED EDUCATION • EMPHASIZE THAT THE WORLD IS FULL OF OPPERTUNITIES • BE “SOME BODY” and not “LIKE SOME BODY” • LEARN TO DREAM (mind at work) • BEGIN WITH END IN MIND YES WE CAN… MAKE A CHANGE… …ONLY IF YOU BELIEVE YOU CAN (Wasanawan) (Theruvan Saranai) Professor. Sarath Wimalabandara Kotagama Professor of Environmental Science University of Colombo