If you stop to think about it, most of your knowledge can’t be clearly tied to one particular experience.
A group of scientists, including people from the Royal Society of Chemistry, recently proposed that experiences such as licking an ice lolly should be part of the science curriculum. By licking a lolly and seeing how it melts – the idea goes – children would better learn about melting, and therefore about chemistry and physics.
Experience and understanding However, there is a difference between having memories for events and having knowledge. There is a difference, for example, between having personally lived through the French Revolution and knowing what happened. Learning about melting is similar. We don’t just demonstrate melting one time, and boom , the students have learned it.
Without a basic understanding of science, there is a risk that a learner will fail to connect a classroom observation to its wider context. Knowing about melting, for example, is a lot more than knowing that a lolly melts – it involves knowing why, and under what circumstances. It involves knowing that other everyday substances would melt in higher temperatures.
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