Journal Article

The Unscientific Science Education

Elnemr, Medhat A, Tolymat, Hala M

2020

Overview

This research addresses the paradox of \"unscientific science education,\" highlighting the gap between the stated goals of science education-developing critical thinking and fostering scientific methodology-and the actual practices that often lack genuine scientific foundations. The authors argue that science education in many educational systems emphasizes rote memorization over comprehension and application, reducing science to static information detached from real-life contexts. The study reviews examples showing how current curricula present scientific knowledge as unquestionable facts, rather than encouraging students to ask questions and test hypotheses. It also discusses the consequences of this approach on learners, including weakened critical thinking skills, reduced innovation capacity, and diminished ability to relate scientific knowledge to real-world problems. The study employs a critical review of science education literature, along with analysis of curricula in selected Arab and foreign educational systems. Findings indicate that the lack of practical experimentation and application is a major challenge, compounded by insufficient teacher training in modern strategies such as inquiry-based learning and project-based approaches. The research concludes that science education becomes truly scientific only when it integrates practice, enabling students to engage in critical thinking and problem-solving. The authors recommend reforming science curricula to combine theory and practice, and training teachers in active learning methods to restore science as a vital tool for understanding and shaping the world. Abstract Written by Dar AlMandumh, 2025, Using AI

• Publisher: الجمعية المصرية للتربية العلمية
• Subject: المفاهيم العلمية / تعليم العلوم / طرق التدريس