Science Education

Livonia, Michigan---Costa Rica is not only one of the most beautiful nations in the world. It is also one of the world's most progressive, particularly when it comes to education. Since 1869 education was required for both boys and girls. The children of Costa Rica are educated in math, science, history and are taught English as their second language while continuing to master their native Spanisg linguistics. Children are educated up until the 11th grade. There are select educational institutions that do teach courses through the 12th grade. Those who desire to continue their education have an option to choose from one of the local universities or elsewhere in the world.

La Universidad de Costa Rica the largest school in the nation is located on Costa Rica real estate in San Jose. 35,000 students attend each year. Students focus on fine arts, the sciences, social science, education, engineering medicine and more. Graduate courses are also available.

Universidad Nacional Autonoma Costa Rica is located in the heredia province of the nation. Some of the undergraduate coursework includes finance, language, cultural identity, art and technology. Postgraduate programs are also available.

Insitituto de Tecnologico de Costa Rica is a smaller institution comprised of three regional campuses located on smaller plots of Costa Rica real estate. Each of the facilities has classrooms and extensive research laboratories for student use. Students focus on biological, architectural, and industrial design. Graduate programs are also available.

La Universidad Nacional Estatal a Distancia is primary a correspondence learning university. Undergraduate courses at UNED include work in education, national sciences, administration and social sciences/humanities. There are two dozen masters and doctorate programs. Students in the brural areas populate this school.

There are also a number of private schools. The schools have something for everyone and are built on varying sizes of Costa Rica real estate. Paradise Brokers is adding to the economy of Costa Rica by purchasing over 2000 acres and brokering almost 4,000 acres. That's why investors can now obtain developed land at undeveloped prices in the South Pacific coastal region. "we didn't create paradise, we made it accessible" says Nick Halverson Chief Operating Office.

Contact Paradise Brokers www.paradisebrokers.com call 1877 CRland1, (1-877-275-2631) in Dominical Costa Rica call 506-787-0181
This Press Release has been submitted by PREasy.com

Early exposure to science is critical because science knowledge is cumulative. Learning science requires a solid foundation of knowledge that can be built upon through further study and exploration. Children should be introduced to science at home as early as possible. Don't make the mistake of thinking that your child learns all the science they need to know at school. The truth is science education in school is limited and the subject is not usually a high priority for educators. As parents, it is important that we share our knowledge with our children. Every day activities such as growing plants, cooking and caring for animals involve science. Take a look around and you will see that science is everywhere. Parents can choose to engage in scientific activities with their children when they are not in school to build scientific comprehension, encourage scientific exploration and foster a love for science and the pursuit of knowledge.

There are aspects of science that are intellectually demanding, but often simple experiences produce insightful learning. To engage your children in science you need to introduce them to stimulating environments that provide opportunities for observing and discussing science. Zoos, nature centers, oceans, parks, yards and even kitchens are perfect educational environments. Children naturally learn through playful exploration. Educational DVDs, and toys provoke thought and develop skills. When children ask questions to satisfy their natural curiosity, it is an open opportunity to be seized by the parent.

For instance, if a child is fascinated by a light switch and wants to know how it turns the light on and off, inquire into the subject with your child. Find out why and how the switch works. Why does yeast make bread rise? How does a spider spin a web? Why do leaves fall? Why do the birds disappear in the winter?

Identify your child's interests and encourage them. If a child develops an interest in rocks, study rocks, gems, mining and fossils and build on that curiosity moving on to fossil fuels, heat generation and environmental effects. You will find that one inquiry leads to another.

Fuel their natural curiosity. These activities should be challenging without being frustrating. Don't force them to do things they are not interested in; rather, engage them in motivating activities that build desire for further exploration. Share your own science related interests and you will be amazed by the impact of genuine enthusiasm. Remember that discussion is a key component to developing scientific knowledge and uncovering additional areas of interest. Encourage your child to talk about their experiences, observations and interests. This discussion will help children to construct thoughts, to form concepts and to examine different relationships that are intermingled in their ideas.

Some simple activities that foster knowledge of and interest in science include: "Finding out how and why things work", "Sharing ideas and knowledge", "Making observations and writing or drawing those observations down", "Making predictions and seeking answers", "Starting collections -such as rocks or bugs- and observing similarities and differences", "Figuring out what causes things to change", "Having science parties with family and friends", "Enrolling your child in classes or extra-curricular activities involving science".

Your home, your environment and your surroundings are filled with opportunities to share science with your children. Through engaging their interests and encouraging their search for knowledge, you can ensure success in science!

Teachers looking for an outstanding experience when they take their students to New York City won't want to miss the Liberty Science Center, located in nearby Jersey City, New Jersey.

With a rich assortment of educational experiences inside, students will be talking about their trip for years to come.

From the minute they step inside one of the state-of-the-art laboratories, students will begin a hands-on learning experience led by knowledgeable science educators. Inquiry-based investigations facilitate comprehension of sometimes complex subject matter, with subjects ranging from native wildlife to chemistry to watersheds to the properties of light and many other areas of science.

One option is to take a comprehensive look at an exhibition gallery in great depth with a science educator, reinforcing the exploration through a hands-on lesson related to the exhibition, have the time to ask and have questions answered.

In the middle of one of the most densely populated areas in the world lies an ecological haven known as Liberty State Park. Teachers and students can go out in the field, where they'll learn about the plants, animals, habitats and geology of the Hudson River Estuary, as well as the impact of humans on the river, all with a choice of land-based or on-the river experiences.

In "Live From . . ." the Liberty Science Center brings teachers and students the thrill of real-time interactive videoconferencing with a series of hospital surgical suites, featuring cardiac, neurosurgery, kidney transplant and robotic surgery experiences. Students get to witness firsthand the sights and sounds of surgery and benefit from having a surgical team of doctors, nurses, technicians and physician assistants answer their questions, even while they are doing their jobs.

Students watch the surgery on a large screen in the Liberty Science Center's interactive theater, with staff educators facilitating the experience of learning about surgical procedures, the equipment and devices used, education paths leading to careers in medical professions and healthy lifestyle choices.

In Partners in Science, students at the Liberty Science Center go beyond textbooks and school-based labs by immersing themselves in authentic scientific research conducted by professional scientists. The intensive, eight-week summer experience for high school juniors and seniors pairs students with mentor scientists and challenges them to participate in on-going research and independent projects. Through Partners in Science, students are exposed to current questions driving scientific discovery in real laboratory settings. They also develop a network of advisors and lifelong connections that help them identify and focus their career goals.

People live in them, work in them, and stare at them. They're skyscrapers and they're an integral part of our lives and community. As works of art and expressions of human aspiration, they inspire, drawing us to understanding, making skyscrapers a perfect teaching point.

The Liberty Science Center's 12,800-square-foot Skyscraper! Achievement and Impact exhibit is the most comprehensive single exhibition ever presented on the topic. With multimedia, full-body kinetic experiences and experiment-based lab stations, visitors will learn about the planning, design, engineering and construction plus explore the environments that are created and changed when massive buildings go up.

Several additional displays offer students great opportunities to explore various aspects of science, all in a spirit of learning by touching.

Among the exhibits to look forward to:
Infection Connection: Where students explore interactions between microbes and humans, learn about emerging diseases, and see how science develops tools and technologies to prevent and treat them. They can even conduct microbiology and epidemiology experiments in a laboratory environment.

Communication: How people communicate, not only with advanced multimedia and personal communication devices, but with our bodies, language and symbolism.

Our Hudson Home: A hands-on learning experience that highlights the balance required for commerce, recreation and environmental preservation to co-exist in everyday life.

Eat and Be Eaten: Filled with scores of live animals, visitors understand and explore the complex interaction that has been elegantly called the "circle of life."

Breakthroughs: A fitting exhibition for our fast-changing world; an interactive, multimedia experience featuring exhibits and programs that address current issues and events in science and technology.

Energy Quest: Students take a journey through the five major sources of Earth's energy, learning about the many methods humans have used to explore and harness these energy sources.

One of the most integral specializations in the world is the ever evolving education of IT and Computer Science. According to a recent statistical report published by a well reputed university, there are exponentially more PHD's being completed in engineering backgrounds than any other science major in the world. And this statistics come as a no surprise. http://education.ixs.net. A simple look around us would conclude and justify the penetration of such specialists in today's world. Almost everything that we touch and hear has gone through an extensive IT or computer science experience. From the bread that we purchase that has been manufactured in mills and shipped across the world via intelligent IT routing networks to the paper that we write on, there is a significant impact of IT and computer science. In Japan, restaurants are now being served by miniature robots.
An extensive amount of work is also being done to hone the current skill sets of the teaching facilities and teachers around the world and improve the telecom equipment available for labs and tests at the major universities around the world. There are certain hindrances that the administration of engineering universities needs to be privy to. Firstly, there is a huge investment in the overall purchasing of computers, networking devises, and applications that are pertinent to training and embarking on a tier 1 educational road of excellence. The one time cost in the hardware and software of engineering schools limit their powers of generating the required skill set. Secondly, the teachers need to be at par with the current trends and changes in the telecom market. The teachers have to know the current technologies in place and not be providing obsolete teaching material. Unfortunately this is a dilemma across the world. The teaching material is always a few technologies behind the current deployment. This brings forth a major requirement in educating Computer and IT knowledge to students and that is the sequential update of knowledge bases, text books and research material.
The fourth dimension is related to the overall decay of advanced labs and infrastructures to provide real time experiences and orchestrate a true picture in the minds of the engineering students of what to expect as engineers as they move forward in their careers. Without labs that can cultivate scenarios in the field, it is almost close to impossible to educate theory based education. The element of understanding the lower level designs and the packet level communication will never be existent in the minds of the students who have never had the opportunity to test the theories of IT and computer sciences. 
A recent survey conducted at the University of Cincinnati concluded a rather bizarre and uncontrollable reality that is seeping into the educational edifices of IT and engineering schools. There is a major variation in the PHD programs to the overall teaching curriculum at the bachelors or masters levels. One of the reasons behind this conundrum is lack of specialists in that field in that particular university.
An overall view of the IT and Computer Science educational perspective states that massive influx of finances is required to uplift the infrastructure to cater to the ongoing needs and the PHD programs need to be linked directly with the curriculum and bachelor level classes. For more information and details visit: http://education.ixs.net/content/Teaching-IT-and-Computer-Science.php

From its unique approach to engaging people in real science, to its goal of positively influencing communities to take action to improve our world, the Liberty Science Center in Jersey City has been re-invented to enhance educational travel and inspire student groups in scientific literacy and understanding.

Science museums first appeared in the early 1800s, with a focus on collecting, researching, and presenting artifacts in an attempt to understand the past. In the 1960s, science museums sought to entertain and engage their audiences - increasing scientific literacy and understanding. Today, many science centers are focused solely on interactivity. The newly reinvented Liberty Science Center has placed its efforts on encouraging actual science activism, acting as a resource and catalyst to advance the realm of science, technology, and society.

Enhanced by its historic and cosmopolitan location, which overlooks Ellis Island and the Statue of Liberty, the Liberty Science Center strives to inspire student tours in understanding the continuing connection between scientific advances and how they improve the human condition.

For instance, the center's "Live From Robotic Surgery" program uses live teleconferencing to take students into the O.R. where they interact directly with surgeons and witness how the advances of science and technology benefit humans. Program offerings include topics on cardiology, neurosurgery, and kidney transplant. Other programs include lab workshops in a state-of-the-art laboratory where students embark on an interactive learning experience led by a knowledgeable science educator.

As students explore the new Liberty Science Center, they encounter "Skyscraper!", an unprecedented look at the planning, design, and technology of these amazing structures. Whether walking a steel girder high above the exhibit floor, facing down jet-powered hurricane force winds to test a building design, or taking a quiet moment to reflect on the destruction of the World Trade Center, "Skyscraper!" leaves students with a new appreciation and altered view of the impressive skyline that surrounds the center.

"Infection Connection" describes how the choices we make on a daily basis contribute to the rise and fall of infectious diseases. In this exhibit, students explore interactions between humans and microbes, learn about emerging diseases, and see how science develops tools and technologies to prevent and treat infections. Student tours can even conduct microbiology and epidemiology experiments in the center's own laboratory.

While most of the exhibits in the center are brand new, students can still see some familiar favorites from the earlier days in "Wonder Why: Observe, Imagine, Create." Exhibits highlights include the fossil-studded Rock Climbing Wall, observing the attributes of air at the Bernoulli Blower, or creating a masterpiece in the Digital Darkroom.

Science comes to life in demonstrations offered live in the center's exhibition galleries. Student group travelers have the opportunity to participate and ask questions of a science educator on topics that correlate with the exhibits. For instance, students learn how to be an amateur surveyor using actual surveying equipment or learn the steps required to create a sterile environment in the operating room while performing live surgery on a (vegetative) patient. Or, they may experience first hand how lasers work and discover some of the ways lasers are used in daily life.

In the Liberty Science Center IMAX Dome Theater, student tours journey into ancient tombs or observe the surface of Mars during their scheduled film showings. In the Digital 3D Theater, the story of NASA's Solar Terrestrial Relations Observatory mission unfolds, told through the eyes of key NASA participants. The film features the first stunning 3D images ever captured of the sun and explains the vital knowledge the science community will gain from the mission.

The Liberty Science Center offers a variety of educational programs based on age and interest level. Some of the more popular choices include lab workshops, which are held in a state-of-the-art laboratory, where students embark on learning experiences, ranging from meteorology to New Jersey wildlife, with a science educator. Enhanced Experiences allows groups to choose an onsite experience and dig deeper into one of the center's new exhibitions, or pick an outdoor experience and learn about the Hudson River estuary.

Science and technology education are co-related with each other and cannot be separated to gain the real meaning and essence of science education. From last many years, science education has seen numerous changes and transformations to pass on the true value of scientific theories and strategies.

It is very true that the science is nothing without the study of technology. In other words, it is not wrong to say that the combination is just like soul without the body. Interestingly, major accomplishments in science are always accompanied by right usage and applications of technology. As a result, for getting a complete science education, a person needs to be committed towards gaining the right knowledge, content and processes of the subject.

Generally, science education involves teaching of the scientific body of knowledge, the processes and activities of scientific work. Therefore, for imparting the right knowledge and educations, science teachers must be clear about the concept. Also, they need to be influenced by several teaching techniques including the learning capabilities of students while interacting with physical materials.

An expert science tutor is the one who keeps a close eye on the digital development and the growing scientific nuances. He or she should have a formal education, training and qualification in formal science teaching and its techniques. These experts should have analytical ability and possess evaluation powers on developing information technology in the science curriculum.

Find a Science Tutor:
In this growing competitive world, science education has become really necessary. The subject has emerged as the backbone of the overall growth of a person and in order to earn a leading edge. Finding a good science tutor is not difficult at all. You can browse through the internet and find many tutors of different subjects. Try to know your child's difficulty and problems while finding the most appropriate help for him or her.

At Mennell Media, we're developing animated learning videos for children's literacy and science education. Our real time 3D animations are structured into interactive learning experiences designed to engage and motivate students, elevating the learning experience in both the classroom and the home.

We have applied our interactive 3D real time animation tools specifically to phonics education for early literacy and the nutrition and digestion module of the GCSE curriculum (UK). We created 3D visualizations of biological processes and humorous character animations that together produce an entertaining and effective learning narrative. In addition to the PC based real time interactive learning experience, videos can be rendered to the web or portable device formats, providing very convenient access consistent with the lifestyle and habits of contemporary students.

An integral aspect of both subject developments was the creation of animated worlds: Organisms for the Nutrition and Digestion module, and 'Fruitphonics' for the early literacy module.

In Organisms,the human digestive process is demonstrated through real time interactive 3D simulations and character animations. This interactive content is designed to stimulate the interest of the students, while developing their understanding of the underlying science concepts and the relevance to the student's lives. In this animated setting, the reasons why humans have to eat can be understood by exploring the flow of food through the human body, the break down of the food inside the digestive system, and the absorption of nutrients into the cellular structure of the body. The nutrition and digestion videos, together with additional learning materials, help students to conceptualize the entire digestive process in terms of the underlying biological principles and their own life experiences. We can also render the Nutrition and Digestion content to video for web and mobile distribution, increasing accessibility and learning possibilities.

FruitPhonics (www.fruitphonics.com) is the early learning module. For this application, we have used videos in an interactive learning framework to support the development of children's phonics skills. As with Organisms, Fruitphonics has a make-believe world, in this case it's called 'the Glade' where the FruitPhonics Gang present a lively and amusing series of interactive video animations for children between the ages of three to seven years old. The module is designed to support most of the phonics learning schemes known as Synthetic Phonics, in the UK.

As with most phonics based learning schemes, children learn by first relating sounds (phonemes) to the corresponding letter representations (graphemes). In this way children learn the Phonetic alphabet, which is then used to decode the spelling of spoken words. The aim of the site is to provide all of the basic 44 phonemes and 20 or more more additional 'blends' together with the 100+ highest frequency words in the English language. The animations are designed to present the phonics material in an amusing and exciting way while demonstrating the correct pronunciation and supporting the development of children's phonics skills. A primary objective of the project is to develop interactive tools for use in the classroom and the home, to help parents and teachers support children's phonics adventure.

The Literacy and Science education videos on the www.MennellMedia.co.uk website help make learning both 'Phonics' or 'Nutrition and Digestion' effective and fun for students while providing creative learning resource for teachers and parents to support children's learning.

For years, WARD'S has been on the cutting-edge of Forensic Science education, providing innovative learning materials designed for introducing students and others to this popular and growing field. You will find hundreds of unique lab activities, resources, tools and demonstrations.

Many of WARD'S Forensic Science products are developed in collaboration with experienced teachers and law enforcement professionals, so you will get the highest quality educational materials.

Discover the latest in forensic investigation and techniques using WARD'S many inquiry-based, hands-on activities designed for practicing techniques of finger printing; analyzing skeletal remains; hair, fibers and document examination; blood and DNA analysis, and more!

Applying science to solve realistic crime scene scenarios will excite and engage students of all ability levels - from middle school to college to law enforcement training and police outreach programs.

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(CHICAGO - September 6, 2005) Argosy University announced today that it will assist students from universities in New Orleans, southern Louisiana, Mississippi and Alabama universities, which have been closed for the foreseeable future due to the devastation caused by Hurricane Katrina.

Argosy University will make available both on-campus and online courses that might be able to permit dislocated students to progress in their academic careers during this semester of disruption. Students at a university forced to close by Hurricane Katrina may register at any of Argosy University's 13 campuses across the nation for courses, on a space-available basis, for the fall terms.

Argosy University will waive tuition for dislocated students who have already registered and paid tuition at their home institution for the fall 2005 semester. If dislocated students have not yet paid their tuition at their home institution, they will be assessed the lesser of the current published tuition and fees at the home institution, or Argosy University's published tuition and fees, as determined by the Argosy University campus president.

"Argosy University acted today by offering educational assistance to college students impacted by Hurricane Katrina," says Dr. Gregory O'Brien, president of Argosy University. "Argosy University is concerned for the well-being of these students, and this initiative is our way of reaching out with compassion and benevolence to those affected. We pledge to do all that we can to assist college students in the Gulf Coast region to continue their education and continue in their lives."

According to the American Council on Education, more than 30 colleges and universities in the Gulf Coast region have been severely damaged by the hurricane, and possibly 100,000 students have been displaced from their schools.

Argosy University offers doctoral, masters, and undergraduate degree programs in psychology, counseling, education, business, information technology, and organizational leadership. Doctoral degree programs in clinical psychology (accredited by the American Psychological Association), are available at several Argosy University's campuses. Argosy University will assist dislocated Ph.D. and Psy.D. students on an individual basis. Select associate's degree programs in several health sciences fields are available at Argosy University/Twin Cities, located in Eagan, MN.

Argosy University has campuses in Atlanta, Chicago, Dallas, Honolulu, Orange County (Santa Ana, CA), Phoenix, San Francisco Bay Area (Port Richmond, CA), Sarasota, Schaumburg (IL), Seattle, Tampa, Twin Cities (Eagan, MN), and Washington DC (Arlington, VA).

Students seeking information about Argosy University's initiative can visit the university's website (www.argosyu.edu) or call National Admissions Information at 1-800-377-0617.

With 13 campuses across the nation, Argosy University (www.argosyu.edu) offers undergraduate, graduate, and postgraduate degrees in the disciplines of business, education, health sciences, and psychology and behavioral sciences. Argosy University is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, 1.312.263.0456, www.ncahlc.org). The parent company of Argosy University, Education Management Corporation (www.edmc.com), is among the largest providers of private post-secondary education in North America, based on student enrollment and revenue. Student enrollment exceeded 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC's education institutions offer a broad range of academic programs concentrated in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology, legal studies, and business fields, culminating in the award of associate's through doctoral degrees. EDMC has provided career-oriented education for over 40 years. ###

The concept of science fair has been come down to us from European education pattern and their growth of culture. They firstly thought " Science fair must be based on creativity by cultivating knowledge and intelligence of the learners". Indeed, science fair needs to be introduced in different educational institutions by considering its pedagogical phenomena based on practical knowledge and skills. Hence, there is no alternate of practical knowledge to gain proper education in the field of Science and Technology and hence the steps for science fair is needed as a taken of creativity and awareness for acquiring knowledge among the students. Hence, the steps for science fair in the educational institute are ideally envisaged and contemporary.

In our country, every year science fair is held in different educational institute annually to create motivation of research work and enthusiasm. The teachers first collect the names and list them that they will create a project based on science and technology. The students who are found interested to introduce a new science work take a challenge and become capable of showing a different creative work. He selects a project and thinks over the work and the nature of technology behind it. Actually, he becomes responsible of inventing something like a scientist. So, it is found off and on that the students are being able to show a nice presentation in science fair. He sometimes shows something different from modern age. They can project from ancient and mediaeval age.

The authority of different schools and colleges arrange science fair in order to show the eagerness of actual knowledge and skills among the students. At this, a congenial atmosphere is developed in the institution because, they are concerning their heads about new inventions and discovery and they become conscious of awakening their ideas and thoughts. In the context of Bangladesh, every year different schools and colleges arrange science fair. They first invite names from the interested students who are willing to make the project work and to focus it in the science fair. They, like the scientists carry on research work like making law, hypothesis and theory. They seek respective ideas from different books and the achievement of scientists of the world. At last they present their creativity and thus a systematic project is reflected.

Arranging science fair is a significant step of different educational institutions through which an intensified effort is led to flourish and enrich the knowledge and skills on application of science for the students. It is hoped in future that the steps to arrange science fair is a predominating criteria to strengthen the cultivation of knowledge in applying the definitive sense of technical know- how of science. A science fair is quite different from other fairs existing in our country like a village fair and an industrial fair and so on. These fairs serve the purpose of the business where the commodities of qualitative nature are sold and displayed for making profit in question. Here, the commodities are served in the market in such a manner, where the companies good will and the nature and quality of product are vividly disclosed so that the people are much attracted to purchase it to a great extent. Besides this, in organizing science fair, the business importance is not treated as the prime factor; rather the pedagogical manifestation to gear up the intensity and potentiality of the students is given priority. Actually, the eagerness for knowing the unknown world is reflected and a better environment is flourished among the students in any educational institute where science and technology are studied extensively. Even though, there has been provided a wide range to the students in European countries for creating a broad based project as a part of their education. The students who are found attracted for learning technological skills and knowledge generally shines in life by contributing a lot in the field of education. For science fair, the following things are important:

• Environment: Like western country, appropriate environment is needed where necessary equipment will play a vital role. In many cases, only theoretical teachings are offered beside practical knowledge and skills. It is a matter of great regret that the students are deprived of gaining actual knowledge in the relevant field. Besides this, technological instruments need to be placed in different institutions so that the utilization of those equipment are properly made in a systematic manner.

• Knowledge and skills relating to science fair: The teacher should select a number of topics before allocating on the project work to the students and they should give knowledge on the steps of spreading and analyzing the topics in question. He should engage himself in creating awareness and necessary skills in the field of the application of mathematical model of science based on constructive exploration of modern appliances. The teacher should set problems on real life situation like building a model of the relevant topics. The problems must be based on practically oriented which set forth the topics covering science and its technological aspects of nature. Assuming in a teaching classroom, on Modern and electronic physics is going on. The students are feeling boring because the teacher was not well dressed and well rested. Rather he has arrived late and he has not greeted them. Some students do not understand his lecture. He is running fast. He is not identifying and helping the less able students. In this case, despite his sound knowledge in the relevant field of modern physics, he may not be treated as a good teacher. Henry Fayol defines a teacher as an active student of the students who can play very much attractive and fascinate role upon overall performances in the class. An ideal teacher needs to play a vital role in active advisor among the students. He needs to be careful about the criteria on Control, Guide, Consult and Facilitate. He should have meaningful learning experience with which he can produce constructive and mathematical presentation for creating awareness for teaching in a significant manner.

Being a science teacher, his attitude may vary according to the nature of the students' subject area and to substantiate the actual skills. He needs to be very careful in using his voice for effective teaching. In our country, in many cases, the parents regarding performance of the teacher lodge complaints. A good teacher need not be excited and agitated towards the students. He should give chance to ask question to the students so that transfer of behaviour is made possible in a significant manner. According to Franchise Bacon, there are two types of learning: One is Pedagogy- children's learning and the other is Andragoggy- Adult learning. In case of adult learning, we cannot teach anybody, we only help him or her to learn. So in the case of using our voice we need to be responsible and tactful.
That is to say, a teacher's behaviour will be in such, which must attract the students for effective and efficient delivery of the relevant topics.

In delivering lecture on the topics of science, there are limitations, which may create hindrance to learning on the part of the students. Sometimes the lecture may be monotonous and boring due to continuous saying and without emphasising practical orientation and presentation on the applicability of science and technology. If there exists dryness amongst the students, the teacher should change the policy of his lecture. He should ask open-ended questions. Open ended questions help get the students involved. Assuming to know a particular thing, one may get interested if he is intended to know those particular items. In many cases, it is found that the teachers are not well experienced and they have no meaningful learning experience to show the actual answer of the problem and the topics. Even, without sufficient skills and knowledge, they are appointed as teacher which is totally insignificant. Some of the limitations of delivering a lecture are as follows:

 To ask question for 'Yes'/ No answer.
 Not to ask open ended question to get people involved.
 Not to use agitated words
 Not to say repeatedly while delivering lecture
 Not to ask meaningful questions
 To ask several question at a time
 Not to give feedback on answers yourself, or involve others
 Not to give people a chance to absorb the question and answer it.
 Not to welcome answers
 To be critical in answering and asking questions.

An ideal science teacher needs to be well conversant about using the language. It is indispensable to create awareness and congenial atmosphere on the part of a teacher. The following are the different ways to improve lecture.

 To manage intersperse lecture with opportunities to challenge and discuss what is being delivered. In case of critical problem, he needs to synchronise and simplify it so that the actual topics become easy and understandable.
 To break the students into groups for exercises which develop lecture themes and need to be reported back and analysed. Specifically, in presenting nuclear and magnetic topics, he needs to show it with necessary apparatus and relevant calculations.
 To use case studies, which challenge students to apply the teaching, they are being given. Normally, chapter wise topics are needed to diversify to present the topics on practical themes and critics.
 To use Video record teaching sessions and analyse progress and results.
 To use role-plays to demonstrate examples of what is said in lectures.
 To split into teams which analyse the days lecture theme and give a resume of it on same / next day.
 To be prepared to facilitate and contribute to discussions and help groups prepare feedback.
 To develop feedback techniques on what a teacher observes groups doing.
 Self will agent

Regarding the teaching method, the following are important to apply in teaching the students virtually.
 Telling is not teaching
 Age is not a bar to learn
 Meaningful learning experience
 Voice, image and body use
 Practically oriented way of teaching
 Repeat, Recap and Review
 Mnemonics
 Visual Hearing and Feeling and F-ULLER

In view of the above, a good teacher selects any method to teach the students but according to Franchise Bacon, most of the good teachers select the sixth Rule of teaching that is ' Repeat, Recap, Review ' which is the most important one to make the teaching vitally effective, meaningful, fruitful and up to the mark

The reasons in support of the argument are stated as follows.

Repeat: According to Franchise Bacon, 'when you tell something in the class to a group of students, it is only a saying but when you recapitulate it, repeat it and ask the question on the progress, it will be interacted and if you further emphasize the concept, they will be conversant with the relevant knowledge'. Indeed, incase of delivering an important message, if it is stated once-only 10% will be memorized but if it is stated 6 times then 90% are memorized after one year. So, reiteration/repetition is the most important tools for the teaching to make the topics rememberable. If the message is not remembered and understandable then the whole thing will be treated as useless.

Recap: It is generally meant by recap to go over again the vital point of the relevant contents. Using FULLE-R and VHF for better memorization can do the recap. As the first events are best memorized so to start with big message. Thereafter unusual event like cartoon, exercise etc. be used. Thirdly, linked event, here mnemonics or analogy can be used and lastly to end with big messages of fascination towards the topics. In this context, summing up the ideas to arrive the conclusion that is the gist in question to be communicated to the students as a good communicator of the teaching course. We should remember one thing that ' Telling is not teaching; we need to make teaching active and interesting; get students involved; see it from the student's view; we should use VHF and FULL-R. According to Commoneus, a famous educationist, for an effective teaching, 'only lecture is immaterial but in order to ornament it for better memorization, ideal approach, demonstration, visual display and varieties of attractions of the students are needed'

Review: A proverb always goes like ' To err is human'. It is human nature to forget the things/message, which is not reviewed that are we losing what we don't review. To review we are to regularly sum up where we have reached and invited questions.
At the end of every topics if the teacher repeats, recap and review, ask questions and help them to answer properly, the trainees will be more motivated and conversant with the subjects and grasp it properly so that teaching will be effective and fruitful.

In view of the above, it is obvious that the role of teachers for science education cannot be ignored. The expansion of science fair is inevitable in the domain of practical oriented type of teachings where a student will achieve proper knowledge in creating constructive project work that will be ultimately helpful for the country. If the educational institutions emphasise technological aspects on science, the integrity to work in the field of science and its application of science fair will be enhanced intensively. As a result the country will be much benefited in due sense of technology.

Science education is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community. The target individuals may be children, college students, or adults within the general public. The field of science education comprises science content, some sociology, and some teaching pedagogy.The standards for science education provide expectations for the development of understanding for students through the entire course of their k-12 education. The traditional subjects included in the standards are physical, life, and earth and space sciencesPrior ideas about how things work are remarkably tenacious and an educator must explicitly address a students' specific misconceptions if the student is to abandon his misconception in favour of another explanation. Therefore, it is essential that educators know how to learn about student preconceptions and make this a regular part of their planning.In order to become truly literate in an area of science, students must, "(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application."Informal science education is the science teaching and learning that occurs outside of the formal school curriculum in places such as museums, the media and community-based programs. The National Science Teachers Association has created a position statement on Informal Science Education to define and encourage science learning in many contexts and throughout the lifespan. Research in informal science education is funded in the United States by the National Science Foundation.


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gillberk

OPINION LEADER

Political leaders, tech executives, and academics often claim that the U.S. is falling behind in math and science education. They cite poor test results, declining international rankings, and decreasing enrollment in the hard sciences. They urge us to improve our education system and to graduate more engineers and scientists to keep pace with countries such as India and China.

Yet a new report by the Urban Institute, a nonpartisan think tank, tells a different story. The report disproves many confident pronouncements about the alleged weaknesses and failures of the U.S. education system. This data will certainly be examined by both sides in the debate over highly skilled workers and immigration. The argument by Microsoft, Google, Intel, and others is that there are not enough tech workers in the U.S.

The authors of the report, the Urban Institute's Hal Salzman and Georgetown University professor Lindsay Lowell, show that math, science, and reading test scores at the primary and secondary level have increased over the past two decades, and U.S. students are now close to the top of international rankings. Perhaps just as surprising, the report finds that our education system actually produces more science and engineering graduates than the market demands.

These findings go against what has been the dominant position about our education system and our science and engineering workforce. Consider reports on national competitiveness that policymakers often turn to, such reports as the 2005 "Rising Above the Gathering Storm" by the National Academy of Sciences. This report says the U.S. is in dire straits because of poor math and science preparation.

The report points to declining test scores, fewer students taking math and science courses, and low-quality curriculums and teacher preparation in K-12 education compared to other countries.

The call has been taken up by some of the most prominent people in business and politics. Bill Gates, chairman of Microsoft, said at an education summit in 2005, "In the international competition to have the biggest and best supply of knowledge workers, America is falling behind." President George W. Bush addressed the issue in his 2006 State of the Union address. "We need to encourage children to take more math and science, and to make sure those courses are rigorous enough to compete with other nations," he said.

Salzman and Lowell found the reverse was true. Their report shows U.S. student performance has steadily improved over time in math, science, and reading. It also found enrollment in math and science courses is actually up. For example, in 1982 high school graduates earned 2.6 math credits and 2.2 science credits on average.

By 1998, the average number of credits increased to 3.5 math and 3.2 science credits. The percent of students taking chemistry increased from 45% in 1990 to 55% in 1996 and 60% in 2004. Scores in national tests such as the National Assessment of Educational Progress, the SAT, and the ACT have also shown increases in math scores over the past two decades.

And the new report again went against the grain when it compared the U.S. to other countries. It found that over the past decade the U.S. has ranked a consistent second place in science. It also was far ahead of other nations in reading and literacy and other academic areas. In fact, the report found that the U.S. is one of only a few nations that has consistently shown improvement over time.

Why the sharp discrepancy? Salzman says that reports citing low U.S. international rankings often misinterpret the data. Review of the international rankings, which he says are all based on one of two tests, the Trends in International Mathematics & Science Study (TIMMS) or the Programme for International Student Assessment (PISA), show the U.S. is in a second-ranked group, not trailing the leading economies of the world as is commonly reported.

In fact, the few countries that place higher than the U.S. are generally small nations, and few of these rank consistently high across all grades, subjects, and years tested. Moreover, he says, serious methodological flaws, such as different test populations, and other limitations preclude drawing any meaningful comparison of school systems between countries.

As far as our workforce is concerned, the new report showed that from 1985 to 2000 about 435,000 U.S. citizens and permanent residents a year graduated with bachelor's, master's, and doctoral degrees in science and engineering. Over the same period, there were about 150,000 jobs added annually to the science and engineering workforce.

These numbers don't include those retiring or leaving a profession but do indicate the size of the available talent pool. It seems that nearly two-thirds of bachelor's graduates and about a third of master's graduates take jobs in fields other than science and engineering.

Michael Teitelbaum, vice-president of the Alfred P. Sloan Foundation, which, among other things, works to improve science education, says this research highlights the troubling weaknesses in many conventional policy prescriptions.

Proposals to increase the supply of scientists and engineers rapidly, without any objective evidence of comparably rapid growth in attractive career opportunities for such professionals, might actually be doing harm.

In previous columns, I have written about research my team at Duke University completed that shattered common myths about India and China graduating 12 times as many engineers as the U.S. We found that the U.S. graduated comparable numbers and was far ahead in quality. Our research also showed there were no engineer shortages in the U.S., and companies weren't going offshore because of any deficiencies in U.S. workers.

So, there isn't a lack of interest in science and engineering in the U.S., or a deficiency in the supply of engineers. However, there may sometimes be short-term shortages of engineers with specific technical skills in certain industry segments or in various parts of the country.

The National Science Foundation data show that of the students who graduated from 1993 to 2001, 20% of the bachelor's holders went on to complete master's degrees in fields other than science and engineering and an additional 45% were working in other fields. Of those who completed master's degrees, 7% continued their education and 31% were working in fields other than science and engineering.

There isn't a problem with the capability of U.S. children. Even if there were a deficiency in math and science education, there are so many graduates today that there would be enough who are above average and fully qualified for the relatively small number of science and engineering jobs. Science and engineering graduates just don't see enough opportunity in these professions to continue further study or to take employment.

With U.S. competitiveness at stake, we need to get our priorities straight. Education is really important, and a well-educated workforce is what will help the U.S. keep its global edge. But emphasizing math and science education over humanities and social sciences may not be the best prescription for the U.S. We need our children to receive a balanced and broad education.

Perhaps we should focus on creating demand for the many scientists and engineers we graduate. There are many problems, from global warming to the development of alternative fuels to cures for infectious diseases, that need to be solved. Rather than blaming our schools, let's create exciting national programs that motivate our children to help solve these problems.