Boosting Learning and Interest in Science
|Above copied from the Education Development Center|
According to the authors of the report, here are the five key findings:
- Most parents say they are confident about their ability to teach their young children literacy, math, and social skills, but fewer parents are confident about teaching science.
- Parents with less formal education are less likely to feel confident in helping their children learn than are parents with more education.
- Nine out of 10 parents report doing learning activities with their children daily. About half of parents report doing science-related activities with their children daily.
- Seven of 10 parents say that knowing what young children need to learn about science, and having ideas for doing science with everyday materials, would help them do a lot more science.
- Many families say they use science media weekly or more—particularly videos or TV shows about science—but few parents think these media resources have helped their children learn a lot of science.
|Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).|
|Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners.|
|Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function.|
|Exercises that rehearse co-ordination of motor-perception skills can improve literacy skills.|
|Environments that are rich in stimulus improve the brains of pre-school children.|
|Children are less attentive after consuming sugary drinks, and/or snacks.|
|It has been scientifically proven that fatty acid supplements (omega-3 and omega-6) have a positive effect on academic achievement.|
|There are critical periods in childhood after which certain things can no longer be learned.|
|We only use 10% of our brain.|
|Regular drinking of caffeinated drinks reduces alertness.|
|Children must acquire their native language before a second language is learned. If they do not do so neither language will be fully acquired.|
|Learning problems associated with developmental differences in brain function cannot be remediated by education.|
|If pupils do not drink sufficient amounts of water (=6–8 glasses a day) their brains shrink.|
|Extended rehearsal of some mental processes can change the shape and structure of some parts of the brain.|
|Individual learners show preferences for the mode in which they receive information (e.g., visual, auditory, kinesthetic).|