Abstract
A baby who looks at her hand, a baby who brings her toe into her mouth, âtastesâ her first toy or listens to the sound of a rattle is already exploring the world around him/her. He/she is already doing Science. A kitten which runs out in the rain and comes back all wet and cold and which alters its behaviour ânext time it rains I stay indoorsâ is already applying correctly the result of good observation. Children show a natural interest in their own body and self. This is SELF-INTEREST in the best sense of the phrase. Children will explore the world in which they live, always in relation to how these elements of the environment affect them-their life, feelings and sensations. They will look
⢠At rainwater, seawater, rivers and lakes, waves and tide
⢠At air, wind, cyclones, clouds, smoke and rainbows
⢠At animals swimming, running, flying, creeping
⢠At plants, big and small, mushrooms, waterweeds, moulds
⢠At sunlight, heat, sound and noises of all types, lighting and thunder
⢠At the thousand of man-making things from houses to public buildings, shops, bicycles, motorvehicles, planes and boats and the product of technology: radios, TV sets, kettles, locks and keys, plastic and glass things, wooden and metallic things.
⢠At the food they eat, the clothes they wear, the things they utilise in everyday life.
The list is inexhaustible. We, adults and educators, must facilitate and guide children's exploration of the world. The way to do this is through SCIENCE AND TECHNOLOGY EDUCATION. It is generally agreed that in a modern science course at any level, equipment must be available for practical work. Guided discovery and enquiry are essential to learning science. They are necessary in order to interest children to learn the art of enquiry.
Equipment and apparatus can be expensive and even very expensive. Low-cost equipment have a lot of advantages over expensive and imported equipment. These advantages are not just financial but as you will see also pedagogical.