Synopsis:
Man has and will always be intrigued by the phenomenon of existence. What does it mean to be a dependent part of a universe in its current form and complexity? How is he to interact with the other dependable parts of the universe and to what measure so that the natural balance is maintained, especially for the maintenance of his wellbeing? Enquiries of this nature provide the platform for the development of science. Through science, the scientist attempts to study organized common sense explanations to the complex phenomena inherent in the universe in an effort to come-up with prescriptions so that man can utilize for his meaningful existence and progression towards his ultimate. Science, therefore, occupies a very important place in the school’s curriculum and to ensure that students are grounded on useful prescriptions and challenges for their own development, good grounding in science should begin from the early school age and progress logically as the child moves up the grade ladder. This will not be possible unless those who teach them are grounded and competent in science. It is, therefore, important that undergraduates of Early Childhood and Primary Education who did not take-up science as their major in grade 11 and 12 are provided with opportunity to acquire content and skills in order to adequately implement science topics in the Early Childhood and Primary Curriculum.
- Teacher: William Tubavai