Understanding Science to Improve Teaching and Learning in the Caribbean

by

Professor: Arnoldo VenturaThe Mico University College

Kingston, Jamaica

for

Science and Mathematics Teachers’ Workshop ProgrammeGeorgetown, Guyana

October 8, 2012

1. Introduction

The power and influence of science are so pervasive that there is no need to dwell on its

overwhelming importance to modern life and the future of our planet, except perhaps, to recall

that humanity is presently faced with growing dilemmas in food, water, energy, economy,

violence and the environment. These are destined to get worse as the world’s population swells

to 9 billion by the middle of this century. The only tool seems capable of tackling these

problems without further damaging our life support system, is science. This is the context in

which the teaching and learning of science must take place if it is to be given the cardinal

acceptance that it deserves (Slide 1 – Lessons from Science for Teaching and Learning).

It stands to reason that all inhabitants of earth should become familiar with this instrument to

live comfortably with its products and processes. Additionally an increasing number should

become experts, to ensure that many of these urgent life sustaining imperatives are met in a

timely and elemental fashion.

Science is so pivotal to sustain life on earth that I believe that all societies have a moral

responsibility to contribute to this endeavour and indeed this should be a lauded metric of their

humanity. This new mindset hopefully will dispel the notion that science is the preoccupation

of a few well endowed nations from which scientific effort and investments are expected, and

on which the rest of world should depend. As this duty is collectively shouldered, it is essential

for individual communities to specifically respond to local needs, as it is vital for them to meet

their species obligations, advanced from their own unique geographical and cultural vantage

points.

To determine how to teach and use science efficiently is best done at Universities.

Unfortunately, those who are steeped in the practice of science at Universities often find little

time for the teaching and the social application of this tool at lower levels of the educational

system. So ways will have to be found to strengthen the linkages between professional

researchers and practicing science teachers.

It is self-evident that science teaching and learning rest on competent and dedicated science

instructors who are groomed at teacher training institutions. In readying such teachers, they

must be equipped to prepare new generations to cope with the rapidly advancing knowledge

ethos, which is often pursued at Research Universities. Consequently for effective currently

links between research bodies and teacher training institutions are instructive.

2. The Objective

As it stands, most of us remain ignorant of the research methods which have radically

transformed societies over the last four centuries to create the civilization we now enjoy. Even

less is known of how these results are applied and daily influence our lives. Science teaching

should remedy these growing deficiencies

The human animal is born with an inquisitive and questioning nature and science seeks to build

logical structures with accommodating verifiability on these intrinsic features. Unfortunately,

early cultures in their fear of the unknown, introduced blind beliefs and immutable myths in

social norms. Essentially, the enquiring nature of man was suppressed in efforts to find

comforting self indulgence and group cohesion. Overtime, the quest for logical and critical

thinking was lost because of these attitudes. It is now left to teachers to recapture the zest for

new knowledge in subsequent generations.

There is no question today that the more analytical a society, the less it depends on blind beliefs

to answer life questions, and the more progressive it becomes socio-economically.

This talk therefore is intended to raise guiding issues that can help to form a firmer basis for the

teaching and learning of science and the practice of the scientific research method. One of the

immediate challenges to be faced is that science needs to be thought to the many but is actually

practiced only by a few.

3. Science and the Scientific Research Method

There are many definitions of science, so to avoid confusion, for the purposes of today’s

exposition; I will furnish a simple one, which is displayed on the next slide 2 – A Definition of

Science.

Undoubtedly, the greatest discovery of man is the research method. This approach to problem

solving tries to remove personal biases and prejudices from investigations. It encourages

perceptional changes which alter common misconceptions about knowledge as depicted on the

next two slides 3 and 4 (Perceptional Changes).

Elements of the scientific research method are summarized on the next slide 5 (Characteristics

of the Scientific Research Method).

Before proceeding it is important to raise a very perplexing procedural problem which stems

from the inaccurate use of the word “research” in local parlance. The word research is

commonly used to simply signify the collection and review of information, while scientific

research goes way beyond this, to speak to interpretation and the uncovering of new information

and knowledge. So it helps to remind ourselves of what is not research. See the next slide 6

(What is not research).

During the maturation of this method over the last four centuries, some practitioners held the

view that the (Experimental Method) slide 7 was the only true scientific approach.

Subsequently, other less exact methods have come to be accepted as being informative.

Examples of these are given on the next slide 8 (Qualitative Research Methods With

Examples). These are more descriptive in intent and are now regarded as very useful in dealing

with behavioral and social investigations, or very early stages of physical type research.

Despite the range of differences across the qualitative and quantitative research methods they

contribute to the importance of science in crucial ways as are displayed on the next slide 9

(Usefulness of the Scientific Approach).

The power of science however presents it with a predicament. Because of its pervasive

influence and diversity, it sometimes appears entangled and equivocal, betraying the comfort of

absolute surety. This is disturbing to the uninitiated and encouraging to the duplicitous.

The first fact therefore to accept is that science does not give absolute immutable answers, but

instead seeks to provide the best solution that can be had at the moment, which is subject to

change as new information becomes available.

Although science has active and passive dimensions, unfortunately, the passive side is what is

often recognized as science, and regularly taught as such, because it is easily codified. This

sometimes leads to the notion that science is a memory marathon of esoteric facts for student to

regurgitate. I wonder whether the various media extravaganzas, such as school Challenge

Quizzes, are doing justice to the relevance of science to society.

An appreciation and use of the active feature of science, or the scientific research method,

requires tacit knowledge, patience, practice and experience. Here expert guidance is crucial and

this is perfected with practice. Unfortunately, the way science is often presented, only a few are

exposed to the elements of research, and the scientific research proposition remains largely

unknown. Herein lies one of the major problems facing the teaching and learning of science.

To remedy the situation, students at all levels, must be emotionally engaged in all aspects of the

scientific process to become enamoured by it slide 10 (To get Students to Enjoy Science).

This must start in early childhood. If the excitement and attraction are not experienced then, it

is very difficult to capture the spirit later slide 11 (The Aims of Science Education).

4. Factors affecting Science

Apart from these pivotal features of science teaching and learning, others that are less obvious,

but can make a decided difference, are provided on the next slide 12 (Factors Affecting

Science Teaching and Learning). These I shall now handle separately:

a. Let start with The opposing imperatives of science teaching

Those who are dedicated to raising the levels and deepening the contributions of

science to society, face two almost dramatically opposed imperatives. At one

end, the training of specialist scientists, technologists, engineers and

mathematicians, to command information essential for socio-economic progress,

and at the other, boosting levels of scientific literacy to enable the majority to

cope with the realities of a scientifically driven everyday environment.

Different focus and delivery ultimately are demanded for each. But at the

beginning stages of learning science, this is not the case. The universality of

science in its most simple and elemental forms can be introduced quite early in

education and later a more detailed specialist approached can be initiated for

scientists and those preparing for other allied professions.

For example, respecting the value of nature, appreciating good nutrition and

relaying the wonders of scientific discovery can be introduced to the very young.

While older non-science charges can be taught to make informed purchases and

choices, finding meaningful jobs and occupations, along with better use of

natural resources.

However, creation and informed application and control of technologies and

predispositions to invention and innovation, among a host of other production and

service imperatives, compel greater scientific expertise and incisive management.

The spectrum of scientific contributions to society, are displayed on the next

slide 13 (Reasons for Teaching Science).

Moreover many chronic problems and ineluctable necessities directly depend on

science for reasonable resolution, see problems which must be faced by all

nations on the following slide 14 (Inescapable Global Problems)

A significant challenge then is how to ensure that both the scientific specialist

and the layman have utilitarian and balanced views of science. Both need broad

enough scientific knowledge to lead sensible and comfortably lives against the

more specific demands and challenges of today.

Unfortunately many students drop out of science because of the fear of the

subject and the uninspiring way it is introduced to them, and joint the many that

are scientifically illiterate. This is a great loss because scientific principles and

behaviour are pivotal in production as they are in interpersonal relationships and

social cohesion and in coping with the demands of urban life.

b. Science demands focused attention

Present and future generations must therefore be made conversant with the

process and content of science in rapidly changing realities. Students for

example need to know how scientific technologies, inter alia, affect climate and

life support systems and how they influence the nature of work and career

opportunities see slide 15 (From – UNESCO Report). Although these are

worthwhile sentiments, embraced by many, how to achieve them has been

exacting for many countries.

What, however is quite clear, is that science compels consistent and keen attention to

respond to shifting domestic and cultural situations. Accordingly, improved

measurements of its effects on economic and social transformation to ensure proper

adjustments, as circumstances change, are demanded.

The science of the impact of science therefore becomes necessary to better allow science

to meet the needs and requirements of different conditions and cultures. Investments in

science and all aspects of its delivery and use, should be given top priority, especially in

societies with significant deficits in prospects for growth and the quality of life of many.

c. Untrained Media Personnell

Furthermore, although media personnel are called upon to be the teachers of

science for the general public, few are versed in the varied aspects of science and

even less appreciate the nuances of scientific research. On top of this, even less

are trained to distill, translate and communicate scientific findings and their

implications, with the required simplicity yet accuracy.

This is an area of teaching that should be given closer attention. Hopefully this

will temper the simplistic and sometimes obtuse offerings of local media houses.

d. Shortfall in science teaching

How to precisely teach science and how to prepare quality teachers must

recognize the need to give science practicality. These endeavours will depend on

the extant conditions and existing resources. Unfortunately, in many situations,

especially those in the Caribbean region, there are not enough quality teachers,

laboratories and field work, to allow practical appreciation of science slide 16

(Teaching Shortfalls in the Caribbean).

Many students in their early years are exposed to tuition that is designed to make

them as passive and rote as possible, and thereby, destroy their inmate curiosity

and undermine the delight of making science meaningful to their everyday life

and activities. Part of the problem here is that teachers do not understand nor

appreciate the nuances that science require, and consequently, just repeat what is

written in text books or in old school notes.

Graduate science programmes that can be of assistance in this regard are

divorced from the needs in the primary and secondary schools, and this needs

attention.

e. Idiosyncrasies affecting Science

Here are additional vagaries that hinder the national diffusion of scientific information:

(i) Low levels of appreciation and support:

Because of the low levels of science appreciation in society, the

requirements of science are relegated to rhetoric, because it is fashionable to do

so, and there is little support for it by parents and guardians of students, as

politicians engage in platitudes toward the enterprise.

Additionally, the private sector has little interest in the long term needs of science

and scientific research, but nevertheless expects innovative entrepreneurial spirit

to flourish. Those whose businesses demand close scientific attention, delegate

the resolution of their problems to foreign consultants and research.

It is now well established that the markets, as presently exist, in countries like

Jamaica, cannot sufficiently stimulate the changes that are necessary to support

the development and application of science and scientific results. Government

intervention will therefore have to take up the slack, and teacher training

institutions have to play a pivotal role in changing this reality. Students in the

current Caribbean will not automatically gravitate towards science without

special plans and investments for them to do so.

(ii) Academic Freedom

Conditions within scientific communities also act contrary to scientific headway.

The fact that quality science depends on academic freedom and not strict

hierarchy and autocracy, is often transgressed, because scientists are most

innovative when they are young and youths often challenge the status quo.

Science teachers therefore have an obligation to curtail these self-serving

instincts that are pronounced on small islands, and identify and cultivate

exceptional innovative minds, especially when they question existing dogma and

beliefs.

Teachers will therefore have to go far beyond just knowing the content of the

subject they teach. They have to develop and demonstrate the attitudes that have

allowed science to become such a pervasive force. Honesty, patience, tolerance,

sharing, listening and questioning old attitudes, are but a few of these.

Accordingly, a rigid autocratic approach often seen in teaching, or an overt

permissive stance, does not work well with science. It is propelled by

independence, individual creativity and imagination. These attributes are not

encouraged in popular political culture and consequently in education. Here

conformity is cheaper and more manageable. Science teaching must counter this.

(iii) Poor Communication

Meanwhile, senior scientists main focus is often on research, and consequently,

communication of results and outreach are largely ignored. Graduate teaching

programmes therefore can benefit overall science teaching and learning by

including communication and social interactions as essential parts of their

curricula.

(iv.) Duplicity of Scientists

It ought to be remembered that experts in highly specialized scientific fields often

act as laymen outside their disciplines and areas of work, creating confusing

precedents for the uninitiated by their embrace of unscientific behaviour and

beliefs. Furthermore, there is a whiff of hubris by specialist researchers when

dealing with regular school teachers. Unfortunately, also, science teaching is not

normally accepted as a specialist area in its own right.

(v.) Arrangement of Scientific Disciplines

Moreover, because of the vertical arrangements of scientific disciplines, there is

little cross-fertilization and less possibilities of solving real life problems. The

value of inter-disciplinary should be included where possible when

demonstrating the problem solving practicality of science.

(vi.) Science and the Needs of Society

Science must become inextricable linked to the needs and culture of society and

science teaching must reflect this. In a crassly competitive world, science

provides no neutral ground, either you benefit, or become the victims from it.

All citizens must therefore come to the defense, support and use of this tool to

improve the quality of life of societies.

f. An Exemplar of Order, Discipline and Respect

i. Science is founded on three fundamental ideas, those of order, cause and chance

slide 17 (Common Ideas of Science) These characteristics therefore dictate

systematization, diligence, respect, probity and trustworthiness, for science to

function properly. The job of a scientist is to seek glimpses of the truth in

today’s reckless political, religious, nepotistic environment, often brimming with

tendentious odds and self-centered narrowness and of course ingrained corruption.

In the disorder of today, staunchly socio-political and religious structures find it

easy to accept mindless ideological arrangements. As exemplified by an

economic system divorced from people, which is encouraged by overt

speculation and excessive greed, to the point that the market buys and sells what

does not exist with incomprehensible losses and consequences; and the reliance

on deities to correct man made dilemmas. If there is any place where the sanity

of science is needed is in such current inconsistencies.

As it stands, many are wary of the order that science brings, because it challenges

popular indiscipline and becomes inescapable intrusions in unsustainable

behaviour.

These actualities make it exceedingly difficult to relay the attributes that

undergird science to students. It is extraordinarily challenging to convince

students that the long term benefits of science are worthwhile in an immediate

gratification ethos, where few existing successful role models exist.

These nuances of science must be appreciated by its teachers to enable them to

impart to their students the depth and excitement which this instrument offers in

today’s routinized and superficial societies.

ii Self Correction

Nevertheless, certain features of science are absolutely admirable. The most

exemplary is that science is the only profession that has as one of its major tenets

the obligation of continued correction and adjustments in its insights and facts.

A solid and commendable part of science is its serious and rigorous questioning

of itself and its results. It is therefore vital that young students are introduced

early and emphatically to the fallibility of human senses and thinking, and the

wisdom of the respect for the opinions of others and unforeseen possibilities.

Nevertheless, actions should not be paralysed by the unreasonable quests for

absolute truth or certainty.

iii Responding to the Nature of Science

Students should be exposed to the thrill of discovery and the honest hankering for

the truth, which is what makes science appealing slide 18 (Responding to the

Nature of Science). And that this is only possible if there is a preferred

empathy for life and people.

It must also be understood that the legacy of science spans nations and eras and

cannot be claimed by any one race, age, or set of institutions, irrespective of their

prowess today. This is essential to be appreciated by young minds, so the

tendency to see science as a far flung process, which is only important to know

about, but not experienced.

Additionally, in many ways science is elitist in its conduct and depends on

excellence at every turn for reproducible results. These present anamolous

difficulties for democratic approaches to the attainment of widespread scientific

literacy and a balance with quality science.

Nevertheless, this balance is the only way science will be widely appreciated, and

thereby, significantly supported. Perhaps more involvement of laymen in

research projects may be helpful in this regard.

g. Outdated Curricula

Curricula being used in the Caribbean, and in other regions as well, are outmoded and

wasteful, providing little that is apposite. As the American Association for the

Advancement of Science recently noted “they are assembled from unrelated fragments,

without reference to a conceptual whole and no coherence across grade levels or subject

matter”, and I might add, to the demands of current cultures.

The nature of science requires going beyond passive curricula, to provide opportunities

for problems to be clearly identified through exploration, predication and

experimentation, and where solutions come from identifying trends and rigorous

analyses and interpretation. These should be boosted by measurements to equate the

effectiveness of contributions with progress. Appreciation of these nuances must be

included in the curricula of science teaching for proper learning and adjustments to take

place.

In a sense, students will have to be encouraged, and be allowed to build their own

scientific predispositions and thereby become more confident in the use of this tool. This

must begin in the earliest stages of education by stimulation of the inherent capacity of

all humans to enquire and learn.

Scientific inclinations are to be found in all normal humans, as they are wired to act from

the principles of science. Education should improve on this inherent ability, and not

succumb to ossified teachings which does not.

h. A New Mind Set

Clearly, then, from what has been said, successful science teaching rests on its

delivery

by experts, properly trained in the nature of science, as well as, fully appreciative

of its

philosophy, history, utility, limitations, centrality and social importance. Only in

this

mindset will science come alive to present generations.

5. The Old Approach

The old approach in developing countries of imitating the technologies and uncritically

implementing the production methods of the developed countries has been crippling in

competitive and innovative terms. In this model, the results of local R & D remain

largely unutilized as some inventions but very few innovations, emerge.

Today, the problem has gotten progressively worse, as the levels of knowledge in

production have steadily intensified, and the rate of obsolescence accelerated. Moreover,

the current environment, where widening scopes and subsequent increase in

expectations of choices, have expanded the need for innovations to ensure relevant

management, competitiveness, market share and jobs. So, simply learning by doing or

copying has proved insufficient.

Focus therefore has to be shifted slide 20 (Contemporary Learning Requirements) to

learning by experimenting, searching, modifying and testing. Learning to learn and

learning interactively and independently have become paramount. Systems to observe,

understood, package and share are pivotal in these initiatives.

Conclusion

I shall now conclude with a few comments and slides. Acquiring scientific content such as

those of chemistry, physics and biology are necessary to live and cope in the modern world, but

unfortunately most of the school acquired information is promptly forgotten after examinations.

Of more lasting value is the inculcation of the methods, attitudes and ethnics of science, which

once learned, are with us for life, and allow the rapidly emerging international content of the

sciences to be better understood and assimilated, and subsequently, applied slide 21

(Justification for Teaching Science to Everyone).

A few decades ago it was felt that a compulsory science curriculum for ages 5-11 years to

enhance scientific literacy was all that was necessary, but today recent research has shown that

un-inspiring introductory science and maths teaching, have led to students shunning science,

and that, from the earliest years, students should be exposed to what scientists actually do, and

the excitement that comes with exploring nature.

Hands on experiences that capture the thrill of inquiry and discovery are adjudged to be

necessary for all students irrespective of their subsequent professional emphasis.

The justification for teaching science must not be built on the fact that it has all the answers,

because there are limits to its function. These short comings must be identified and tackled.

One of them mentioned in the 1990’s was that science does not provide “What to live for” but

instead just “what to live with” as a consequence of this, the science of happiness is now being

explored. Today, we have a better handle on this human imperative.

For teachers, what to teach is now being critically examined. What appear necessary at this

time are the following, see slide 22 (What to Teach).

These have to take cues from the requirements of the Knowledge Economy which is rapidly

approaching slide 23 (The knowledge Economy Demands). This new dispensation demands

new skills and experiences.

It must be accepted that science does not have all the answers, slide 24 (Science is a

Continuing Success Story) but is a tool that when used properly, works.

The complexity of the inter-phase of science in society is such that there is the temptation of

being overwhelmed by facts and bureaucracy and being paralyzed by too much talk and

inaction, as depicted on the last slide 25 (Donkey cartoon). With respect to teaching, we must

act on new insights and practices, such as those relayed in the recent Regional Conference in

Jamaica. Without action we will not learn, and without learning, there will be no progress.

Thanks for your kind attention.