Teachers work to create opportunities for students to succeed in school, while keeping in mind the needs of their students striving to become happy and productive people in our society. Immersed in this effort is a yearning for relevancy by students and teachers that transcends subject matter, grades and testing. Relevancy, in the science curriculum, trumps both the apathy and disengagement that students and teachers fall prey to in our schools. Useful new knowledge and understanding adds to the cognitive abilities of students marking real progress in their ability to think better.
Providing a breath and depth of experiences for students in solving problems, modeling ideas and working collaboratively is critical as a means to mentally construct processes that achieve results. Teachers who focus upon improving the cognitive abilities of students, with less emphasis on memorizing rote subject-matter, will accelerate the learning process, while supporting a learning environment that holds merit. Emphasizing cognitive processes, analytical processes and social processes as the means by which to learn, is a new education model replacing an antiquated one. The new model fulfills the needs of students by better preparing them to function and be successful in our modern society.
It is not hard to imagine learning institutions presenting academic environments that stress exploration, experimentation and reflective thought as the collective daily practice of all students in the school building. Students acquiring the ability to make predictions based on research, completing diagnostic interpretation of data and negotiating organized methods to achieve results is the goal in education. This effort, put forth by teachers and their students, lends well to preparing to take on future challenging tasks with problem solving abilities that are crucial for success in the real-world.
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