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Why do some kids lose interest in science? And when does it typically happen?

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Ester Castro: They may lose interest because of lack of materials when they want to study a particular issue. Also if there is confusion between the facts they are taught and what they see and experience in real life situations.

Tom Lough: I have seen children in middle school start to lose interest in science. This might be part of the maturing process, or perhaps the emergence of competing priorities. Effective middle school science teachers are able to keep the science interest going through a combination of engaging activities and a knowledge of how to interact effectively with students in this age range.

Edward Alexis Pacheco: El interés se pierde en muchos casos por nosotros mismos como docentes, no permitimos que el estudiante indague, no permitimos que cuestione lo que decimos y lo que proponemos en clase. Cuando nuestras clases son solamente una cátedra sin participación de ellos, allí se pierde el interés. También es importante resaltar que muchas instituciones educativas carecen de material de experimentación y esto limita en cierto modo.

Claudia Urrea: I believe children usually lose interest in the way science is presented to them, not with the science itself. Science as a regular class where children memorize facts is not very interesting, and I can imagine children not staying interested.

Angela Andrea Alba Villamil: El interés por la ciencia la pierden algunos niños por el tipo de didáctica que emplean los docentes en algunas ocasiones, hace que los niños le pierdan el interés por la forma en que explican los fenómenos estudiados, en algunas ocasiones se les hace difícil comprenderlos y por este motivo los estudiantes pierden el interés por las ciencias, pues las terminan viendo como difíciles y como lejanas a su contexto.

Carolina Bermúdez Aguirre: Creo que típicamente el desinterés llega a su vida cuando las cosas son abstractas, cuando no es fácil comprender y las cosas se muestran de una forma confusa, cuando el maestro es complicado y no busca la forma de hacer de lo que vivimos una aventura y la importancia de todo en nuestra vida.

Roger Sipitakiat: I think a lot of people, especially young children, do not enjoy science because it is presented in a way that is not useful to their lives. Also, the process of discovering what is in the science books is often more engaging that the knowledge itself. A lot of people may not realize that a "stronger" bridge is one that is—not rigid. Now, you can be told why this is true, but I've seen a group of students who experienced this fact by creating Lego models. I can tell that they were quite amazed to see how one model crumbled easily while the other, more flexible model, held itself together.

Rolando Barcelon: Absence of appropriate motivation to children would be the major reason why kids lose interest in science. Once cause is unplanned lessons by the teacher; this would trigger a loss of interest by the students.

Iman Fikry: I do not think there is a fixed time for losing interest in science. Some kids lose interest when they do not understand what is going on, or they become interested in some other things like sports or art. I can tell when sometimes we are in a class, and while every body is happy with the activity, I find one student who says "When do we finish? I want to draw, or ride my bike."

Jacqueline M. Sonza: Kids lose interest in science when scientific concepts are not being proved practically.

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Sandra_Liliana_Ca...
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I think kids' interests are molded by a combination of multiple factors:

* Social networks: what other friends interests are, cousins, neighbors, family.

* Proximity of the problem: How far away they find science problems, how close are those science ideas to their real lives.

* The presentation: How the teacher is leading the activity and how he/she showing science.

Taking that into account, I think that the challenge for the teachers is to show science ideas in a way in which it feels close to the kids' lives.

 

 

acalero
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I think we need to mold children when they are young as their minds are like sponges. We need to show that science is exciting and exists in what they do everyday. I think showing real time cool examples of science is key!

Unfortunately, adolescents see less relevance of science to the real world, find it less inspiring, enjoy less practical work and feel they have less opportunity to use their imagination.

I believe there are several reasons for a decline  in the popularity of science which include:

  • A curriculum that is often perceived by students as being too theoretical and not relevant (which happened to me before joining SEED) 
  • A poor understanding of the options offered by science-based careers in both students and some teachers"
  • A shortage of specialist science teachers in secondary schools. 
Eya Tkachenko
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Children lose interest when they are fed theory and abstract formulas.  If a class is structured around an activity and practical examples that you can touch and experiment with, then theory becomes more digestable and comprehensible, thus making science more friendly. 

Also, it seems that teachers and schools are in a constant rush mode to get kids pass state tests and finish reading their textbooks and doing exercises.  The system doesn't promote understanding but rather testing and completing various obscure assingments. 

Segun Oladejo
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This problem has led so many pupil changing from their dream course to another.

Rolando Barcelon
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Hi Sir Segun!

 

I really agree with your post here!

 

- Rolan

Segun Oladejo
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Some children loose interest because of lack of facilities in their school, no laboratory for practical. I was to studies science in school, but because of lack of facilities in my school i switched to social science. Only SEED can be of help.

LoveLeigh
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I lost interest in science during my 2nd year of university, and it was precisely at the point that the material became too difficult for me to enjoy it.  I had support from professors and teaching assistants, and I didn't feel great competition in the atmosphere. It was just too much of a personal challenge to enjoy the work.

My question for these experts is: do you think college students need help falling in love with science, too? How do you address these same issues for older "kids"? 

Love