Philosophy
"less is more"
Current research on science education and learning provides clear evidence that an instructional strategy which inundates students with a plethora of facts is failing students. In contrast, the philosophy that "less is more" meaning covering a few important topics in-depth rather than presenting many topics in a fleeting survey fashion has a lasting positive effect upon students. Such deep coverage of the material in our science courses makes it possible for the teacher to emphasize the process skills that will benefit students throughout their lives and college careers. Such skills include the ability to analyze, make predictions, drawconclusions and design new experiments. After developing these critical thinking skills, students are better able to understand the world around them. They can develop solutions to problems that they encounter or questions they have. In developing solutions, students use their own knowledge and reasoning abilities as well as seek out additional knowledge from other sources. They become learners as well as users and analyzers of knowledge, possessing the ability to ask questions about the world that can be answered by using scientific knowing. In essence, "less is more" brings students closer to the ultimate goal of scientific literacy.
