Aquiles Carattino logo

Teachers lack tools to design a science curriculum

First published:

Last Edited:

Number of edits:

When a teacher needs to plan lectures for a school year, they must relate to the information, tools, and context at hand.

Access to information, although apparently a trivial problem to solve, is not well organized. For example, programs (established by ministries and other bureaucratic organisms) and contents divided by each school year can be challenging to find[@furman2020Aprender ciencias en las escuelas primarias de América Latina] if not impossible.

Next, the access to tools, both physical and intellectual is lacking. Teachers have a hard time finding ideas of structure for their classes. Many end up repeating the content of the text book, in an encyclopedic approach. Because of the Correlation between pedagogical approach and science education outputs, this proves to be problematic in the long-term.

Considering the context of education is of utmost importance. Especially in primary education, access to a lab may not be as important. Since ideas are born through interaction with the world, kids should be free to explore it outside of the classroom.


Newsletter

Join my experiment of better thinking and interesting discussions
By subscribing, you agree with Revue’s Terms and Privacy Policy.
Aquiles Carattino
Aquiles Carattino
This note you are reading is part of my digital garden. Follow the links to learn more, and remember that these notes evolve over time. After all, this website is not a blog.
© 2021 Aquiles Carattino
Privacy Policy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.