I have been involved in Physical Sciences education for more than 27 years. My experience in teaching the subject, as well as my involvement in the National Matric Final Examinations, has helped me identify ideas that assist in improving Physical Sciences proficiency and it gives me great pleasure to share these ideas with you.
Nobody learns to walk from a textbook. It is the same as developing a scientific mind. We learn to walk after trying what seems to work better for us during that stage of our development. An important part of this learning takes place with help from our parents. Imagine how much longer it would have taken us to walk without their encouragement and support.
While we pay homage to our loving parents and guardians and gracefully say a big thank you, I would like to remind parents that their involvement in their child’s education does not stop with facets they are not proficient in, for example, Mathematics or Science. Just as a parent or guardian who cannot walk can encourage and support a young child to walk without assistance, a parent who is not proficient in Mathematics or Science can assist their child to improve in these subjects.
Ideas on how this can work:
1. Establish the level at which the learner is at with their Mathematics
My first suggestion is to establish the level at which the child is with Mathematics. If there are gaps then it may be a good idea to get a set of Grade 8, 9, and 10 Mathematics study aids, like PRACTMATHS by Seeliger and Mouton. The study aid that you choose must have complete solutions and not just the answers. It would have taken the child a whole year to complete the Grade 8 Mathematics syllabus but may just take 6 to 8 weeks to complete the same syllabus the second time around. Then get the child to move onto the Grade 9 Mathematics syllabus and then onto the Grade 10 Mathematics syllabus. Once the child completes the above Mathematics syllabi, he/she will have grown confident in his/her Mathematics abilities. The growth of confidence is of paramount importance to assist learners in their academic growth.
Once you have built the confidence that is required in the learner’s Maths abilities, you can then look forward to improving Physical Sciences skills. Please note that Mathematics and Physical Sciences are both practise subjects and as such, the learners will constantly need to apply their knowledge to problem-solving as often as possible. We cannot expect to use the jug and mug method of dispensing skills to learners.
2. Recall facts
The other skill to focus on is the ability to recall facts contained in terminology, definitions, or theory. The learner must be able to grow his/her memory and recall skills. The good news is that growing memory and recall skills are similar to growing muscles. Just as someone who focuses on a certain muscle group during fitness training sees results in that muscle group, a learner who practises in Maths and Physical Sciences will see the appropriate results from his/her investment of time. Learners must be encouraged to set goals and work towards their goals.
We are often led to believe that the sciences do not require the swotting of facts. This is not true. While most concepts are mastered with the focus being on the concept, there are many facts to remember. Make a list of these facts and ensure that the learner knows these facts timeously. Do not accept the excuse that the learner does not understand the concept and, therefore, cannot learn the facts. This is an age-old excuse for not making the effort to learn terminology, theory, and definitions, so be tactful when approaching this excuse from learners.
My suggestion is to get the learner to make flashcards. The flashcards must have, for example, the term on the front and the definition on the back. This way a parent may test the concept without even remembering or knowing the concept. I would suggest that learners take an A4 sheet of printing paper and make four flashcards. Learners may punch the cards using a paper punch. These flashcards can then be filed. The learner can always add to their bank of flashcards as they progress from Grade 10 to Grade 12 in Physical Sciences.
3. Make use of media:
We must encourage the use of media (such as YouTube) to view videos on topics that the learner may find challenging. Research skills are important in all subjects.
4. Monitor the progress of the learner:
Set aside time to monitor the learner’s Maths homework. Ask the learner to complete all other homework in your absence but set aside about 20 minutes a day to monitor the learner’s Maths homework. A Physical Sciences learner cannot afford to fall behind in Mathematics. A poor Maths mark is crippling to performance in Physical Sciences.
Sir Richard Branson once said: “if you expect to collect milk from a cow, don’t take a chair and sit in the middle of the field where the cow is and expect the cow to come to you and give you the milk you require”. Go out there with a plan and make it work. Making it work may involve changing strategies along the way. Making it work may even involve starting again with a new strategy. Be amenable to change as change is a constant in life.
5. Practise, practise, and practise some more:
Since Physical Sciences, as well as Maths, are both practise subjects, learners must be encouraged to practise these subjects constantly. Working through past papers is a proven strategy.
6. Positive reinforcement:
One must not forget the benefits of positive reinforcement and every little bit of progress made must be celebrated with praise.
I wish you well on your journey to improving Physical Sciences with your child. At first, it will be hard work, just like walking was once hard work. Give it some time and soon the learner will be jogging and even sprinting in these subjects.