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\u201cYour teacher was wrong!\u201d It\u2019s a phrase many a high school or university student has heard. As practising and former science teachers, we have been challenged with this accusation before.<\/p>\n
Whereas those with advanced science understanding (including the students\u2019 lecturers and high school teachers) may well say their previous teachers were \u201cwrong\u201d, \u201cincomplete\u201d might be more appropriate. These teachers were probably right in selecting age-appropriate scientific models and teaching these in age-appropriate ways.<\/p>\n
If we were to put Einstein in front of a year 7 class, he might well present content to those students way beyond their level of understanding. This highlights a common misunderstanding of what is (and isn\u2019t) taught in schools, and why.<\/p>\n
Our cognitive development, defined by\u00a0different stages<\/a>\u00a0according to age, means learning is gradual. Teaching involves choosing the\u00a0right pedagogies<\/a>\u00a0to impart knowledge and skills to students in a manner that matches their cognitive development.<\/p>\n In this article, we will use understanding of forces in science to demonstrate this gradual progression and evolution of education.<\/p>\n In Australian schools, forces are taught from\u00a0kindergarten (foundation)<\/a>\u00a0to\u00a0year 12<\/a>. Throughout their education, and especially in primary education despite the\u00a0various challenges<\/a>, it is more important that students learn\u00a0science inquiry skills<\/a>\u00a0than simply science facts. This is done within the contexts of all science topics, including forces.<\/p>\n Before a child can learn about the science of the world around them they must first acquire language skills through\u00a0interactions with adults<\/a>\u00a0such as book reading (particularly picture books).<\/p>\nStages of learning are a long journey<\/strong><\/h4>\n