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                      %SCIENCE RELEVANT EXPERIENCES 731203

     Not  all experiences are conducive to the development
of  a scientific understanding of the nature  of  reality.
Some  experiences cause the self to see nature as  fickle,
or as dominated by incomprehensible spiritual powers,   or
as  contrary toward humans and their analysis,  etc.   On
the other hand self may become trapped in collusions which
cloud  the nature of reality and processes therein.    The
more fortunate persons are not the victims of such extreme
circumstances,  yet may be relatively poor in  experiences
which offer a positive stimulation toward the development
of a scientific understanding of the nature of reality.

     The person in a primitive society sees few  processes
which  yield  to simple scientific analysis---due  to  the
absence   of  manufactured  equipment.   For  this  reason
earliest  science  often focused on  the  regularities  of
stellar  and  planetary  motion.   In  our  modem  society
children are exposed to a man-made-world with many regular
processes which might be subjected to scientific analysis.
However,   the  mere experience of such processes  is  not
conducive to the development of a scientific understanding
of the nature of reality.   Processes must be  experienced
within  a  fail-safe context which  positively  encourages
analysis  of every-day processes which are  understandable
for  a person in self's present developmental stage.    If
any of these conditions is not satisfied, the significance
of the experience is reduced.  It is the responsibility of
the  science  educators to seek ways of being  helpful  so
that the essential conditions are met.

     Science  education  which integrates  real  students'
daily experiences is likely to have more carry-over  value
than  science education which creates an artificial  world
of  scientific  experiences  with  an  associated  set  of
analysis  procedures.   This  is especially  true  if  the
students  have  negative  emotional responses  toward  the
artificial world of scientific experiences. Thus it may be
helpful  for educators to become aware of their  students'
histories of previous science relevant experiences,  so as
to  be  able to build on the foundations which  have  been
laid.
                         (c) 1999 by Paul A. Smith in
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