| Every school in America is required to teach science. | | | | are visual learners. These students are the ones who |
| This is because science and scientific learning is a | | | | need pictures or demonstrations to remember things. |
| fundamental part of our existence. Most everything | | | | Words just don't stick in their minds as well, but when |
| that we encounter on a day-to-day basis is, in some | | | | they can see a science demonstration or visualize an |
| way, related to science. Even when we are sleeping, | | | | experiment, they can comprehend and retain the |
| science is there to explain why we need to sleep and | | | | subject matter with much better success. Many |
| what takes place while we are sleeping. Because of | | | | students tend to thrive in science because it offers the |
| this, science education is essential to life as we know it. | | | | visual aspect that many other subject matters do not. |
| Of course there will be many people who are happy | | | | Another reason that knowledge gained through |
| to go through life without knowing how a bird can fly. | | | | science experimentation is retained longer by students |
| Even given this fact, there will always be something | | | | is because they are actively engaged. They can't |
| that they will need to know and understand that is | | | | simply skim through the experiment, they have to |
| grounded in science. Even if it is something as simple | | | | make sure that they are doing things correctly, and the |
| as 'fire is hot' or 'getting punched hurts. Science is there | | | | only way to ensure that is by understanding what is |
| to explain these simple things too. | | | | going on. It forces students to understand the science |
| A good foundation in science through science | | | | behind what they are doing, and if they don't, often |
| education is required for all children, but the way that | | | | times the experiment won't turn out right. |
| this education takes place is not strictly defined. With | | | | Finally, hands-on science experimentation gives the |
| that said, many schools will take to science | | | | student a sense of accomplishment. It is a reward of |
| experiments using hands-on science products and | | | | sorts, to have the experiment turn out correctly. That |
| supplies. This is an excellent way for students to 'see' | | | | reassurance and sense of achievement at the end of |
| the science around them. Often times learning from a | | | | each experiment will cause them to want to do more. |
| book can be tedious and will cause students to | | | | It will also give them more confidence in what they are |
| become uninterested in the subject matter. A science | | | | doing and possibly cause them to take up more |
| experiment, however, is interactive and forces the | | | | science projects on their own. They will already be |
| students to take part in science learning. These | | | | comfortable with the process they need to follow and |
| projects don't have to be complicated and will usually | | | | will merely need their own ideas and theories to start |
| result in a much higher level of learning retention. | | | | their own projects. Even their own small science |
| There are a few reasons why children better retain | | | | projects will increase their knowledge of how the |
| knowledge gained through scientific experimentation. | | | | world around them works and functions. |
| One is it allows you to appeal to those children who | | | | |