Presentation document given at the Science and Mathematic Teachers Workshop in Georgetown Guyana in October 2012 and ASTA's (Academy of Science Technology and the Arts) high level teachers meeting g

1. Understanding Science to Improve
Teaching and Learning in the Caribbean
by
Professor: Arnoldo Ventura
The Mico University College
Kingston, Jamaica
for
Science and Mathematics Teachers’ Workshop Programme
Georgetown, Guyana
October 8, 2012
1. Introduction
The power and influence of science are so pervasive that there is no need to dwell on its
overwhelming importance to modern life and the future of our planet, except perhaps, to recall
that humanity is presently faced with growing dilemmas in food, water, energy, economy,
violence and the environment. These are destined to get worse as the world’s population swells
to 9 billion by the middle of this century. The only tool seems capable of tackling these
problems without further damaging our life support system, is science. This is the context in
which the teaching and learning of science must take place if it is to be given the cardinal
acceptance that it deserves (Slide 1 – Lessons from Science for Teaching and Learning).

2. It stands to reason that all inhabitants of earth should become familiar with this instrument to
live comfortably with its products and processes. Additionally an increasing number should
become experts, to ensure that many of these urgent life sustaining imperatives are met in a
timely and elemental fashion.
Science is so pivotal to sustain life on earth that I believe that all societies have a moral
responsibility to contribute to this endeavour and indeed this should be a lauded metric of their
humanity. This new mindset hopefully will dispel the notion that science is the preoccupation
of a few well endowed nations from which scientific effort and investments are expected, and
on which the rest of world should depend. As this duty is collectively shouldered, it is essential
for individual communities to specifically respond to local needs, as it is vital for them to meet
their species obligations, advanced from their own unique geographical and cultural vantage
points.
To determine how to teach and use science efficiently is best done at Universities.
Unfortunately, those who are steeped in the practice of science at Universities often find little
time for the teaching and the social application of this tool at lower levels of the educational
system. So ways will have to be found to strengthen the linkages between professional
researchers and practicing science teachers.
It is self-evident that science teaching and learning rest on competent and dedicated science

3. instructors who are groomed at teacher training institutions. In readying such teachers, they
must be equipped to prepare new generations to cope with the rapidly advancing knowledge
ethos, which is often pursued at Research Universities. Consequently for effective currently
links between research bodies and teacher training institutions are instructive.
2. The Objective
As it stands, most of us remain ignorant of the research methods which have radically
transformed societies over the last four centuries to create the civilization we now enjoy. Even
less is known of how these results are applied and daily influence our lives. Science teaching
should remedy these growing deficiencies
The human animal is born with an inquisitive and questioning nature and science seeks to build
logical structures with accommodating verifiability on these intrinsic features. Unfortunately,
early cultures in their fear of the unknown, introduced blind beliefs and immutable myths in
social norms. Essentially, the enquiring nature of man was suppressed in efforts to find
comforting self indulgence and group cohesion. Overtime, the quest for logical and critical
thinking was lost because of these attitudes. It is now left to teachers to recapture the zest for
new knowledge in subsequent generations.
There is no question today that the more analytical a society, the less it depends on blind beliefs
to answer life questions, and the more progressive it becomes socio-economically.

4. This talk therefore is intended to raise guiding issues that can help to form a firmer basis for the
teaching and learning of science and the practice of the scientific research method. One of the
immediate challenges to be faced is that science needs to be thought to the many but is actually
practiced only by a few.
3. Science and the Scientific Research Method
There are many definitions of science, so to avoid confusion, for the purposes of today’s
exposition; I will furnish a simple one, which is displayed on the next slide 2 – A Definition of
Science.
Undoubtedly, the greatest discovery of man is the research method. This approach to problem
solving tries to remove personal biases and prejudices from investigations. It encourages
perceptional changes which alter common misconceptions about knowledge as depicted on the
next two slides 3 and 4 (Perceptional Changes).
Elements of the scientific research method are summarized on the next slide 5 (Characteristics
of the Scientific Research Method).
Before proceeding it is important to raise a very perplexing procedural problem which stems
from the inaccurate use of the word “research” in local parlance. The word research is
commonly used to simply signify the collection and review of information, while scientific

5. research goes way beyond this, to speak to interpretation and the uncovering of new information
and knowledge. So it helps to remind ourselves of what is not research. See the next slide 6
(What is not research).
During the maturation of this method over the last four centuries, some practitioners held the
view that the (Experimental Method) slide 7 was the only true scientific approach.
Subsequently, other less exact methods have come to be accepted as being informative.
Examples of these are given on the next slide 8 (Qualitative Research Methods With
Examples). These are more descriptive in intent and are now regarded as very useful in dealing
with behavioral and social investigations, or very early stages of physical type research.
Despite the range of differences across the qualitative and quantitative research methods they
contribute to the importance of science in crucial ways as are displayed on the next slide 9
(Usefulness of the Scientific Approach).
The power of science however presents it with a predicament. Because of its pervasive
influence and diversity, it sometimes appears entangled and equivocal, betraying the comfort of
absolute surety. This is disturbing to the uninitiated and encouraging to the duplicitous.
The first fact therefore to accept is that science does not give absolute immutable answers, but
instead seeks to provide the best solution that can be had at the moment, which is subject to

6. change as new information becomes available.
Although science has active and passive dimensions, unfortunately, the passive side is what is
often recognized as science, and regularly taught as such, because it is easily codified. This
sometimes leads to the notion that science is a memory marathon of esoteric facts for student to
regurgitate. I wonder whether the various media extravaganzas, such as school Challenge
Quizzes, are doing justice to the relevance of science to society.
An appreciation and use of the active feature of science, or the scientific research method,
requires tacit knowledge, patience, practice and experience. Here expert guidance is crucial and
this is perfected with practice. Unfortunately, the way science is often presented, only a few are
exposed to the elements of research, and the scientific research proposition remains largely
unknown. Herein lies one of the major problems facing the teaching and learning of science.
To remedy the situation, students at all levels, must be emotionally engaged in all aspects of the
scientific process to become enamoured by it slide 10 (To get Students to Enjoy Science).
This must start in early childhood. If the excitement and attraction are not experienced then, it
is very difficult to capture the spirit later slide 11 (The Aims of Science Education).
4. Factors affecting Science

7. Apart from these pivotal features of science teaching and learning, others that are less obvious,
but can make a decided difference, are provided on the next slide 12 (Factors Affecting
Science Teaching and Learning). These I shall now handle separately:
a. Let start with The opposing imperatives of science teaching
Those who are dedicated to raising the levels and deepening the contributions of
science to society, face two almost dramatically opposed imperatives. At one
end, the training of specialist scientists, technologists, engineers and
mathematicians, to command information essential for socio-economic progress,
and at the other, boosting levels of scientific literacy to enable the majority to
cope with the realities of a scientifically driven everyday environment.
Different focus and delivery ultimately are demanded for each. But at the
beginning stages of learning science, this is not the case. The universality of
science in its most simple and elemental forms can be introduced quite early in
education and later a more detailed specialist approached can be initiated for
scientists and those preparing for other allied professions.
For example, respecting the value of nature, appreciating good nutrition and
relaying the wonders of scientific discovery can be introduced to the very young.
While older non-science charges can be taught to make informed purchases and

8. choices, finding meaningful jobs and occupations, along with better use of
natural resources.
However, creation and informed application and control of technologies and
predispositions to invention and innovation, among a host of other production and
service imperatives, compel greater scientific expertise and incisive management.
The spectrum of scientific contributions to society, are displayed on the next
slide 13 (Reasons for Teaching Science).
Moreover many chronic problems and ineluctable necessities directly depend on
science for reasonable resolution, see problems which must be faced by all
nations on the following slide 14 (Inescapable Global Problems)
A significant challenge then is how to ensure that both the scientific specialist
and the layman have utilitarian and balanced views of science. Both need broad
enough scientific knowledge to lead sensible and comfortably lives against the
more specific demands and challenges of today.
Unfortunately many students drop out of science because of the fear of the

9. subject and the uninspiring way it is introduced to them, and joint the many that
are scientifically illiterate. This is a great loss because scientific principles and
behaviour are pivotal in production as they are in interpersonal relationships and
social cohesion and in coping with the demands of urban life.
b. Science demands focused attention
Present and future generations must therefore be made conversant with the
process and content of science in rapidly changing realities. Students for
example need to know how scientific technologies, inter alia, affect climate and
life support systems and how they influence the nature of work and career
opportunities see slide 15 (From – UNESCO Report). Although these are
worthwhile sentiments, embraced by many, how to achieve them has been
exacting for many countries.
What, however is quite clear, is that science compels consistent and keen attention to
respond to shifting domestic and cultural situations. Accordingly, improved
measurements of its effects on economic and social transformation to ensure proper
adjustments, as circumstances change, are demanded.

10. The science of the impact of science therefore becomes necessary to better allow science
to meet the needs and requirements of different conditions and cultures. Investments in
science and all aspects of its delivery and use, should be given top priority, especially in
societies with significant deficits in prospects for growth and the quality of life of many.
c. Untrained Media Personnell
Furthermore, although media personnel are called upon to be the teachers of
science for the general public, few are versed in the varied aspects of science and
even less appreciate the nuances of scientific research. On top of this, even less
are trained to distill, translate and communicate scientific findings and their
implications, with the required simplicity yet accuracy.
This is an area of teaching that should be given closer attention. Hopefully this
will temper the simplistic and sometimes obtuse offerings of local media houses.
d. Shortfall in science teaching
How to precisely teach science and how to prepare quality teachers must
recognize the need to give science practicality. These endeavours will depend on
the extant conditions and existing resources. Unfortunately, in many situations,
especially those in the Caribbean region, there are not enough quality teachers,
laboratories and field work, to allow practical appreciation of science slide 16
(Teaching Shortfalls in the Caribbean).

11. Many students in their early years are exposed to tuition that is designed to make
them as passive and rote as possible, and thereby, destroy their inmate curiosity
and undermine the delight of making science meaningful to their everyday life
and activities. Part of the problem here is that teachers do not understand nor
appreciate the nuances that science require, and consequently, just repeat what is
written in text books or in old school notes.
Graduate science programmes that can be of assistance in this regard are
divorced from the needs in the primary and secondary schools, and this needs
attention.
e. Idiosyncrasies affecting Science
Here are additional vagaries that hinder the national diffusion of scientific information:
(i) Low levels of appreciation and support:
Because of the low levels of science appreciation in society, the
requirements of science are relegated to rhetoric, because it is fashionable to do
so, and there is little support for it by parents and guardians of students, as
politicians engage in platitudes toward the enterprise.

12. Additionally, the private sector has little interest in the long term needs of science
and scientific research, but nevertheless expects innovative entrepreneurial spirit
to flourish. Those whose businesses demand close scientific attention, delegate
the resolution of their problems to foreign consultants and research.
It is now well established that the markets, as presently exist, in countries like
Jamaica, cannot sufficiently stimulate the changes that are necessary to support
the development and application of science and scientific results. Government
intervention will therefore have to take up the slack, and teacher training
institutions have to play a pivotal role in changing this reality. Students in the
current Caribbean will not automatically gravitate towards science without
special plans and investments for them to do so.
(ii) Academic Freedom
Conditions within scientific communities also act contrary to scientific headway.
The fact that quality science depends on academic freedom and not strict
hierarchy and autocracy, is often transgressed, because scientists are most
innovative when they are young and youths often challenge the status quo.
Science teachers therefore have an obligation to curtail these self-serving
instincts that are pronounced on small islands, and identify and cultivate
exceptional innovative minds, especially when they question existing dogma and

13. beliefs.
Teachers will therefore have to go far beyond just knowing the content of the
subject they teach. They have to develop and demonstrate the attitudes that have
allowed science to become such a pervasive force. Honesty, patience, tolerance,
sharing, listening and questioning old attitudes, are but a few of these.
Accordingly, a rigid autocratic approach often seen in teaching, or an overt
permissive stance, does not work well with science. It is propelled by
independence, individual creativity and imagination. These attributes are not
encouraged in popular political culture and consequently in education. Here
conformity is cheaper and more manageable. Science teaching must counter this.
(iii) Poor Communication
Meanwhile, senior scientists main focus is often on research, and consequently,
communication of results and outreach are largely ignored. Graduate teaching
programmes therefore can benefit overall science teaching and learning by
including communication and social interactions as essential parts of their
curricula.

14. (iv.) Duplicity of Scientists
It ought to be remembered that experts in highly specialized scientific fields often
act as laymen outside their disciplines and areas of work, creating confusing
precedents for the uninitiated by their embrace of unscientific behaviour and
beliefs. Furthermore, there is a whiff of hubris by specialist researchers when
dealing with regular school teachers. Unfortunately, also, science teaching is not
normally accepted as a specialist area in its own right.
(v.) Arrangement of Scientific Disciplines
Moreover, because of the vertical arrangements of scientific disciplines, there is
little cross-fertilization and less possibilities of solving real life problems. The
value of inter-disciplinary should be included where possible when
demonstrating the problem solving practicality of science.
(vi.) Science and the Needs of Society
Science must become inextricable linked to the needs and culture of society and
science teaching must reflect this. In a crassly competitive world, science
provides no neutral ground, either you benefit, or become the victims from it.
All citizens must therefore come to the defense, support and use of this tool to

15. improve the quality of life of societies.
f. An Exemplar of Order, Discipline and Respect
i. Science is founded on three fundamental ideas, those of order, cause and chance
slide 17 (Common Ideas of Science) These characteristics therefore dictate
systematization, diligence, respect, probity and trustworthiness, for science to
function properly. The job of a scientist is to seek glimpses of the truth in
today’s reckless political, religious, nepotistic environment, often brimming with
tendentious odds and self-centered narrowness and of course ingrained corruption.
In the disorder of today, staunchly socio-political and religious structures find it
easy to accept mindless ideological arrangements. As exemplified by an
economic system divorced from people, which is encouraged by overt
speculation and excessive greed, to the point that the market buys and sells what
does not exist with incomprehensible losses and consequences; and the reliance
on deities to correct man made dilemmas. If there is any place where the sanity
of science is needed is in such current inconsistencies.
As it stands, many are wary of the order that science brings, because it challenges

16. popular indiscipline and becomes inescapable intrusions in unsustainable
behaviour.
These actualities make it exceedingly difficult to relay the attributes that
undergird science to students. It is extraordinarily challenging to convince
students that the long term benefits of science are worthwhile in an immediate
gratification ethos, where few existing successful role models exist.
These nuances of science must be appreciated by its teachers to enable them to
impart to their students the depth and excitement which this instrument offers in
today’s routinized and superficial societies.
ii Self Correction
Nevertheless, certain features of science are absolutely admirable. The most
exemplary is that science is the only profession that has as one of its major tenets
the obligation of continued correction and adjustments in its insights and facts.
A solid and commendable part of science is its serious and rigorous questioning
of itself and its results. It is therefore vital that young students are introduced
early and emphatically to the fallibility of human senses and thinking, and the

17. wisdom of the respect for the opinions of others and unforeseen possibilities.
Nevertheless, actions should not be paralysed by the unreasonable quests for
absolute truth or certainty.
iii Responding to the Nature of Science
Students should be exposed to the thrill of discovery and the honest hankering for
the truth, which is what makes science appealing slide 18 (Responding to the
Nature of Science). And that this is only possible if there is a preferred
empathy for life and people.
It must also be understood that the legacy of science spans nations and eras and
cannot be claimed by any one race, age, or set of institutions, irrespective of their
prowess today. This is essential to be appreciated by young minds, so the
tendency to see science as a far flung process, which is only important to know
about, but not experienced.
Additionally, in many ways science is elitist in its conduct and depends on
excellence at every turn for reproducible results. These present anamolous
difficulties for democratic approaches to the attainment of widespread scientific

18. literacy and a balance with quality science.
Nevertheless, this balance is the only way science will be widely appreciated, and
thereby, significantly supported. Perhaps more involvement of laymen in
research projects may be helpful in this regard.
g. Outdated Curricula
Curricula being used in the Caribbean, and in other regions as well, are outmoded and
wasteful, providing little that is apposite. As the American Association for the
Advancement of Science recently noted “they are assembled from unrelated fragments,
without reference to a conceptual whole and no coherence across grade levels or subject
matter”, and I might add, to the demands of current cultures.
The nature of science requires going beyond passive curricula, to provide opportunities
for problems to be clearly identified through exploration, predication and
experimentation, and where solutions come from identifying trends and rigorous
analyses and interpretation. These should be boosted by measurements to equate the
effectiveness of contributions with progress. Appreciation of these nuances must be
included in the curricula of science teaching for proper learning and adjustments to take

19. place.
In a sense, students will have to be encouraged, and be allowed to build their own
scientific predispositions and thereby become more confident in the use of this tool. This
must begin in the earliest stages of education by stimulation of the inherent capacity of
all humans to enquire and learn.
Scientific inclinations are to be found in all normal humans, as they are wired to act from
the principles of science. Education should improve on this inherent ability, and not
succumb to ossified teachings which does not.
h. A New Mind Set
Clearly, then, from what has been said, successful science teaching rests on its
delivery
by experts, properly trained in the nature of science, as well as, fully appreciative
of its
philosophy, history, utility, limitations, centrality and social importance. Only in
this
mindset will science come alive to present generations.

20. 5. The Old Approach
The old approach in developing countries of imitating the technologies and uncritically
implementing the production methods of the developed countries has been crippling in
competitive and innovative terms. In this model, the results of local R & D remain
largely unutilized as some inventions but very few innovations, emerge.
Today, the problem has gotten progressively worse, as the levels of knowledge in
production have steadily intensified, and the rate of obsolescence accelerated. Moreover,
the current environment, where widening scopes and subsequent increase in
expectations of choices, have expanded the need for innovations to ensure relevant
management, competitiveness, market share and jobs. So, simply learning by doing or
copying has proved insufficient.
Focus therefore has to be shifted slide 20 (Contemporary Learning Requirements) to
learning by experimenting, searching, modifying and testing. Learning to learn and
learning interactively and independently have become paramount. Systems to observe,
understood, package and share are pivotal in these initiatives.

21. Conclusion
I shall now conclude with a few comments and slides. Acquiring scientific content such as
those of chemistry, physics and biology are necessary to live and cope in the modern world, but
unfortunately most of the school acquired information is promptly forgotten after examinations.
Of more lasting value is the inculcation of the methods, attitudes and ethnics of science, which
once learned, are with us for life, and allow the rapidly emerging international content of the
sciences to be better understood and assimilated, and subsequently, applied slide 21
(Justification for Teaching Science to Everyone).
A few decades ago it was felt that a compulsory science curriculum for ages 5-11 years to
enhance scientific literacy was all that was necessary, but today recent research has shown that
un-inspiring introductory science and maths teaching, have led to students shunning science,
and that, from the earliest years, students should be exposed to what scientists actually do, and
the excitement that comes with exploring nature.
Hands on experiences that capture the thrill of inquiry and discovery are adjudged to be
necessary for all students irrespective of their subsequent professional emphasis.
The justification for teaching science must not be built on the fact that it has all the answers,

22. because there are limits to its function. These short comings must be identified and tackled.
One of them mentioned in the 1990’s was that science does not provide “What to live for” but
instead just “what to live with” as a consequence of this, the science of happiness is now being
explored. Today, we have a better handle on this human imperative.
For teachers, what to teach is now being critically examined. What appear necessary at this
time are the following, see slide 22 (What to Teach).
These have to take cues from the requirements of the Knowledge Economy which is rapidly
approaching slide 23 (The knowledge Economy Demands). This new dispensation demands
new skills and experiences.
It must be accepted that science does not have all the answers, slide 24 (Science is a
Continuing Success Story) but is a tool that when used properly, works.
The complexity of the inter-phase of science in society is such that there is the temptation of
being overwhelmed by facts and bureaucracy and being paralyzed by too much talk and
inaction, as depicted on the last slide 25 (Donkey cartoon). With respect to teaching, we must
act on new insights and practices, such as those relayed in the recent Regional Conference in

23. Jamaica. Without action we will not learn, and without learning, there will be no progress.
Thanks for your kind attention.