Enriching and Enhancing Life Skills by Learning Science among Adolescents
Science Journal of Education
Volume 3, Issue 4-1, August 2015, Pages: 21-24
Received: May 2, 2015; Accepted: Jun. 10, 2015; Published: Jun. 30, 2015
Views 3149      Downloads 66
Author
S. D. Thanga Shyla, Department of Education, St. Joseph University in Tanzania, Dar es Salaam, United Republic of Tanzania
Article Tools
Follow on us
Abstract
Science has attained its high interest and its relations with technology and society is more valuable. The key aim of science learning should be to realize and recognize the world of nature. The usual curiosity of young learners is to develop the process of exploring and understanding the natural world they live in. Every individual should motivate to understand the surroundings. The experiences gained by science can promote positive attitude, motivate students, problem solving and help them to live as an useful citizen to the society. Adolescents are the valuable young learners worldwide with stress and storm and need to shape the total personality. Learning science should help them to develop innovative skills for their future work and social life. Thus, this article reveals about the life skills which can be develop and inspired by science Learning.
Keywords
Science, Learning, Adolescents, Life Skills, Team skills, Communication, Leadership, Decision Making, Self-Management, Professionalism
To cite this article
S. D. Thanga Shyla, Enriching and Enhancing Life Skills by Learning Science among Adolescents, Science Journal of Education. Special Issue: Science Learning in Higher Education. Vol. 3, No. 4-1, 2015, pp. 21-24. doi: 10.11648/j.sjedu.s.2015030401.15
References
[1]
Ediger, Marlow &Rao, Bhaskara D. (2006). Philosophy and curriculum. New Delhi: Discovery Publishing House.
[2]
Kelvin Seifert and Rosemary Sutton. (2009). Educational Psychology. 2nd Edition. Jacobs Foundation: Zurich, Switzerland.
[3]
Georgia, Aimao Zhang. (2012). Peer Assessment of Soft Skills and Hard Skills, Journal of Information Technology Education: Volume 11. Assessed from http://www.skillsyouneed.com/general/life-skills.html
[4]
Ian Milne, Aims and Goals for Science Education, Editorial New Zealand Science Teacher, 107 October 2004.
[5]
Pat Crawford, Suzenne Lang, Wendy Fink, Robert Dalton, Laura Fielitz. (2011). Comparative Analysis of soft Skills: What is important for new Graduates? Michigan State University.
[6]
College of Agriculture and Natural Resources, A joint study with the association of public and land grand Universities and the university industry consortium.
[7]
Senge. (1990). Teaching and learning. New Delhi: Discovery Publishing House.
[8]
Gerlach, Vernon S. & Ely, Donald. (1980). Teaching and media: A Systematic Approach (2nded.). New York: Prentice Hall.
[9]
Good, Carter V. (1973). Dictionary of education. New York: McGraw Hill.
[10]
Good, Thomas L. (2008). 21st century education: A reference handbook, Vol 1. New Delhi: A Sage reference publications
[11]
Kolb, D.A. (1984). Experiential Learning: Kolb's learning styles. Englewood Cliffs, NJ: Prentice-Hall.
[12]
Shyla, S. D. Thanga& Dharma Raja, B. William. (2012c). Teaching broader skills using mastery learning model. Paper presented in National Seminar conducted on Nagercoil: SreeAyyappa College of Arts and Science & KAAS.
[13]
Shyla, S. D. Thanga& Dharma Raja, B. William. (2012d). Self discipline by dint of mastery learning. Paper presented in the International conference on Revamping Qualities in Higher Education. Trinelveli: ManonmaniamSundaranar University.
[14]
Morgan, Kelly (1997). Mastery learning in the science class room. Virginia: NSTA press, 7.
[15]
James Manktelow, What is Leadership?Assessed on 6.6.2015 from http://www.mindtools.com/pages/article.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186