Science Teaching Quotes

Any teaching of falsehoods in science classes should certainly be identified and stopped by school inspectors. School inspectors should be looking at science teachings to make sure they are evidence-based science.

Science should be taught not in order to support religion and not in order to destroy religion. Science should be taught simply ignoring religion.

I do not think we are ever going to be able to, for a long time, get the kind of quality of school personnel that we need in our schools, especially in the areas of science and math. One of the answers to that problem is to use more educational technology.

It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.

But I firmly believe that evolution be taught in the schools has the best witness of what modern science has taught us. To read the Bible literalistically about such issues disinvites us from using the best of recent scholarships

I grew up in England at a time when England was winning Nobel Prizes right and left. I mean it was amazing how many Nobel Prizes England was winning in chemistry and physics and biology and all the sciences and at that time the teaching of science in the schools was really lousy.

As a matter of principle, science teachers are professionally bound to limit their teaching to science and should resist pressure [from religious fundamentalists] to do otherwise.

I believe we owe our young an education that captures the exhilarating drama of science.

One of the reasons I'm so passionate about science is that it wasn't correctly taught to me. I got excited at university.

Science is taught like the history of science, and it's boring. Doing science fair, anything that's project-based learning, that involves field trips, that's really valuable.

Whatever happens to science in schools, there's something peculiar going on if students don't see it as creative.

Imagine if baseball were taught the way science is taught in most inner-city schools. Schoolchildren would get lectures about the history of the World Series. High school students would occasionally reproduce famous plays of the past. Nobody would get in the game themselves until graduate school.

In 1847 I gave an address at Newton, Mass., before a Teachers' Institute conducted by Horace Mann. My subject was grasshoppers. I passed around a large jar of these insects, and made every teacher take one and hold it while I was speaking. If any one dropped the insect, I stopped till he picked it up. This was at that time a great innovation, and excited much laughter and derision. There can be no true progress in the teaching of natural science until such methods become general.

If the question were, "What ought to be the next objective in science?" my answer would be the teaching of science to the young, so that when the whole population grew up there would be a far more general background of common sense, based on a knowledge of the real meaning of the scientific method of discovering truth.

Crucial to science education is hands-on involvement: showing, not just telling; real experiments and field trips and not just 'virtual reality.'

As a Christian, a trained engineer and scientist, and a professor at Emory University, I am embarrassed by Superintendent Kathy Cox's attempt to censor and distort the education of Georgia's students.... There is no need to teach that stars can fall out of the sky and land on a flat Earth in order to defend our religious faith.

Education has failed in a very serious way to convey the most important lesson science can teach: skepticism.

Current education in science treats all students as if they were going to have scientific careers. They are required to solve problems and memorize lists. For many of them, this kills interest very quickly.

So one reason the science educators panic at the first sign of public rebellion is that they fear exposure of the implicit religious content in what they are teaching.

… to develop a plan to promote better science education

Whenever you say you're a physicist, there's a certain fraction of people who immediately go, 'Oh, I hated physics in high school.' That's because of the terrible influence of high school physics. Because of it, most people think physics is all about inclined planes and force-vector diagrams.

I want to be a science teacher. My friends asked me why, but I'm intrigued by it and I'm quite good at science at school.