chemists hardly ever use most of the material taught in the introduction to chemistry classes, but the laboratory practices are used to some degree by modern chemists. This harkens back to the previously stated issue: the amount of material science carries with it will eventually become too much if still taught with the old way of thinking. Another conundrum is that a typical course of science in universities consists of nearly three times more theoretical-based lecture than practical application in the laboratory. This most assuredly needs to be balanced if science is to progress in the future generations‟ minds. If these simple cleaning-of-house actions were to take place, science may not be as difficult and hard to use, teach, and learn as it is valued as being. Science is all we have that can, has, and will produce useful explanations as to why certain phenomena occur. Without that, we may have never been able to utilize fire, invent the wheel, or even seen the rings and moons of Saturn at a feasible distance. If the way science is taught changes to accommodate its pupils, the challenges of teaching and learning it may diminish altogether. Science may be complex to teach and learn, but it is far from impossible or even difficult to do so. Works Cited Bryson, Bill. A Short History of Nearly Everything. New York: Broadway Books, 2003. Print. Sjølberg, Svein. “Science and Technology Education Current Challenges and Possible Solutions.” Innovations in Science and Technology Education 8.1 (2003) : 14-16. Print. “Temple Grandin: The World Needs All Kinds of Minds.” TED: Ideas Worth Spreading. Web. 13 Dec. 2010.
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