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        A Reason For Science® was designed for children, the handwork of an infinite God - young minds created with an unlimited capacity to think, to learn, and to discover!

        Because of this emphasis on children and how they learn A Reason For Science®  is based on a different paradigm from the traditional textbook approach. Why? In an effort to address standards and accountability, many of today's science textbooks seem to get learning backwards. They focus primarily on building a knowledge base, assuming students will later attach meaning to memorized facts. The problem is that few elementary students master information presented this way because they simply never become engaged with the material.

A New Paradigm!

      By contrast, A Reason For Science®  is based on the premise that learning science is an active process. It's something children do, not something done to them.



To paraphrase William Butler Yeats, "Teaching is not filling a pail. It's lighting a fire!"

Inquiry Based Learning

     A Reason For Science®  is designed to teach basic Life, Earth, and Physical Science concepts through fun, hands-on activities. Its focus is to make learning both fun and meaningful.

     But hands-on activities by themselves are not enough. To truly master a concept, students must have "minds-on" experiences as well! This means actively engaging the material through a variety of activities such as group discussion, problem solving, and journaling.

      It also requires thought-provoking questions that help develop higher-level cognitive skills. The weekly format of A Reason For Science®  is designed to reflect this inquiry-based model.



   Since different students achieve understanding in different degrees, the flexible format of A Reason For Science®  also encourages multiple learning styles and allows for individual differences. Activities challenge students to develop their own unique skills, and encourage them to come up with creative solutions.

      According to the National Science Education Standards, "... active science learning means shifting emphasis away from teachers presenting information and covering science topics. The perceived need to include all the topics and information... is in direct conflict with the central goal of having students learn scientific knowledge with understanding."

According to the National Science Education Standards, "Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others... In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills."