There are many issues, controversies, and opinions on how and what should be taught in science classrooms, when it is being taught. Science is often too many times neglected in the classroom. Teachers will teach other subjects before science, therefore leaving very little time for science activities or information. There are a number of methods and approaches available to teachers these days to help get students involved and like science class and be assessed on their knowledge other then the standard paper and pencil tests.
The subject of science is sometimes a scary thought for some teachers. Many teachers "freely admit that the very thought of teaching science fills them with anxiety and dread" (Ridgen, 59). "Teachers know little about either the content of science of the way scientific knowledge is acquired" (Ridgen, 59). This just proves that not only are students apprehensive about science, but so are the teachers. In order to get science education back into our schools, there needs to be a new approach and attitude towards the teaching of science and "make sure the child feels good when they are introduced to a new activity" (Schmedding,1997;Teaching Science website:(www.netinfo.com.au/schmedding/TeachingScience.html).
"Guided by research results showing that a hands-on investigative approach to science instruction levels the playing field for all students, an activity-based science program is the centerpiece of the professional development program" (Ridgen, 59). Reading a textbook, answering questions and taking a scan-tran test is not a very exciting approach to teaching science. "Students who are scientifically literate should be able to describe, explain, and predict natural phenomena while understanding that science is an ongoing process focused on generating and organizing knowledge" (Moreno, 569). "Both the NRC Standards and the AAAS Benchmarks provide guidelines for what students should know and be able to don as they progress through grades K-12.