Key Reasons for Science in Grades K-8

The words of Herbert Smith, written in 1963, are no less appropriate today.

One may summarize the historical overview [of K–8 science] by pointing out that the past century has been a century of unprecedented social, economic, scientific, and technological change. The schools are to a very large degree a mirror of the ambient culture, and they are probably more sensitive to social change than any other educational level. They are always, to a degree, consonant with the prevailing philosophies and state of knowledge in existence at any particular time. Fundamental changes in philosophy, in theories of child rearing and educability, in the need for universal and extended educational training for all children and adolescents of our society with capacity to learn, have been accepted within this century. Science, itself, has progressed from the dilettantism of the leisured intellectual to a basic and fundamental activity of a substantial percentage of [all humankind] (Smith, 1963).

Everything considered, the key reasons science is taught in grades K–8 today are summarized in the paragraphs that follow.

Building Positive Attitudes Is Important

Dogmatic teaching is lethal to effective learning in science, whereas unrestrained thought enhances a child’s natural curiosity. You should teach your class as if it were a think tank, encouraging skepticism, suspension of judgment, guessing, and intuitive thought. As the teacher, you must model these behaviors yourself.

Values and attitudes begin forming at an early age. Therefore, there are attitudinal objectives for science learning for the earliest grades that should be incorporated into the science curriculum starting in kindergarten. Sound learning objectives for all grades, beginning in kindergarten, include the following:

• The child demonstrates curiosity about the natural world.
• The child demonstrates respect for humans and other living things.
• The child demonstrates conservation practices.

Children must learn that science and scientific ways of thinking are important to their daily living and that careers in science and technology are open to all. The teacher can and should help dispel myths, superstitions, and stereotypes about science, sciencing, and scientists. Through science, children can develop intellectual and communication skills that improve their ability to get along with one another and to understand the natural world. Our environment is a rich “classroom” in which to teach science to children. We should strive always to leave it a better place. This includes avoiding unnecessary collecting and general “ripping off” of the outdoors. It means encouraging practices of preservation and enhancement of the environment. Such practice should begin with the child’s inner environment (the child’s own self), then proceed to the child’s immediate environment (the child’s own “turf”), which includes the classroom and other places where the child lives. When these environmental aspects of the child’s world have been nourished and cared for, the global environment can be considered. A child cannot be expected to show concern for the future of an endangered species in a faraway place if the world of the child’s own inner self is being inadequately tended. For example, a child from an urban environment in the Southeast who comes to school hungry cannot be expected to show much concern for the depletion rate of aquifers in the Midwest.

A skillful teacher strives for a balance between objective behaviors and intuitive thinking and creates a classroom climate where all children are welcomed and feel free to learn within a rich environment of shared responsibilities and decision-making.