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I definitely agree with the suggestion already made above numerous times, about teaching students to think and ask their own questions, rather than simply feeding them facts in public schools. I personally found this way of teaching in my high school different and extremely effective. This way of teaching, referred to as the “Socratic method of teaching” within my high school was required by all teachers, particularly the science teachers. Teachers were never to lecture any of the information we were to know; rather, they were to provide enough information, forcing us to ask more questions and in the end coming up with the answers on our own through discussion. It was not even recommended that we read the textbook before coming to class. I remember encountering this new way of teaching my freshman year of high school and initially being extremely frustrated by it, especially in my first science course-regents level Biology. It was of course initially more difficult for me to think of the answers on my own through discussion, rather than simply being fed the facts from a textbook. However, by my senior year, I found that this way of teaching had not only helped me remember more information, but it had also changed my way of thinking. This method of teaching helps initiate discussion and helps students learn the facts while realizing on their own what science requires as well as what it can offer, while cultivating an interest in a subject that otherwise may not seem interesting.
I also agree with the point made by Mr. Greene about public schools not offering the proper foundations for students to grow to love science. I noticed, especially in NYC schools, where passing the regents is of the utmost importance, that memorization of facts is the most popular learning method. Unfortunately, although I agree with the author, I don’t think Mr. Greene pointed out how difficult it is for teachers to provide all the information that students need to know, while simultaneously sparking their interest in science. I cannot say that I can identify with this public school experience, as I attended a science high school in NYC where a majority of the students already had this interest in science. Since teachers knew that the students were interested in the subject they were teaching, they did not encounter this difficulty. Although students already had an interest in science, it was the encouragement of our teachers to participate in our own hands on research that ultimately helped most students realize what science meant to them. About a quarter of my graduating class participated in independent science research projects in coordination with science mentors and I believe that this ultimately helped students realize what science meant beyond the classroom and grew to love it. I know that this may not be a possibility for all public high schools, but I agree with a comment made above-that it is ultimately the students’ responsibility to place themselves within a scientific environment to realize what science truly is.