Importance of science education in schools How is Science Involved in Students’ everyday lives? Whether natural or human derived, every aspect of a student’s life is filled with science; from their internal biology, to the scientific methods used to build the roads, the computer engineering of their iPads, to the trees outside the classroom that create oxygen for survival. Perhaps more important than specific examples of science in our lives are the ways we use scientific thought, method and inquiry to come to our decisions. This is not necessarily a conscious thing. The human need to solve problems arises from curiosity or from necessity. Children’s innate curiosity about the world and how it works prompts them to independently develop rudimentary forms of scientific inquiry and design activities to find answers to their questions and solutions to their problems. In the fields of science, the process of inquiry is more direct, question, use evidence to form an explanation; connect that explanation to existing knowledge and communicate that evidence based explanation and experimentation based on scientific method follows a similar course. Although inquiry and the scientific method are integral to science education and practice, every decision we make is based on these processes. Natural human curiosity and necessity lead to asking questions (What is the problem?), constructing a hypothesis (How do I solve it?), testing with evidence and evaluating the result (Did the solution work?), and making future decisions based on the result. This is problem-solving; using critical thinking and evidence to create solutions and make decisions. Problem solving and critical thinking are two of the most important skills students learn in school. They are essential to making good decisions that lead to achievement and success during and after school. Critical thinking skills. Science education is one of the most important subjects in school due to its relevance to students lives and the universally applicable problem solving and critical thinking skills it uses and develops. Teaching the scientific methods to students is teaching them how to think, learn, solve problems and make informed decisions. These skills are integral to every aspect of a student’s education and life, from school to career. These are lifelong skills that allow students to generate ideas, weigh devisions intelligently and even understand the evidene behind public polocy making. Teaching technological literacy, critical thinking and problem solving through science education gies students the skills and knowledge they need to succeed in school and beyond. Yet although they are nearly synonymous, scientific inuiry in schools is not always explicitly tied to problem-solving and critical thinking. The process students learn when creating, executing, evaluating and communicating the results of an experiement can be applied to any challenge they face in school, from proving a point in school to developing a photo....In this way science is one of the most important subjects students study because it gives them the critical thinking skills they need in every subject. Public policy decisions that affect our lives are based in scientific evidence. The natural world that surrounds us illustrates infinite scientific concepts. Every day, in both our professional and personal lives, we confront unfamiliar situations in which we have to solve problems, adapt our own behaviours and make decisions. We do this by utilising and manipulating the knowledge we already have, drawing upon our experiences and skills to guide our choices and assist our steps forward. Authentic learning aims to equip students with these essential life skills, to show the connection between learning and real-life and to give students the problem-solving abilities that they require for life beyond school. Furthering this position, Dewy (1915) argued that ‘the great waste in school comes from his inability to utilise the experience he gets outside and, on the other hand he is unable to apply in daily life what he is learning in school.’ The outcome from education should be to send students into the world prepared for both their personal and professional lives, education and life should not be isolated from each other. Recognising we cannot teach our students everything, we can teach our students to be adaptable and creative thinkers who are able to utilise the skills and knowledge they do have to create new solutions to problems. By giving students the opportunity to learn through authentic, real life, relevant learning experiences, we are giving them the ability to apply their learning, learn through doing, to see their abilities, adapt to change, and to form the habits required to do this successfully in their lives and beyond. By designing learning experiences with relevance and authenticity, teachers can plan occasions for the projects, goals or outcomes as guided by the ACARA aims ....goals to be addressed acquisition, making meaning and transfer (AMT), . Break down the skills the students need in order to complete the project or reach outcome and may be across a number of curriculum areas and matched to curriculum statements and objectives. 21 st century acara outcomes of..... More than anything else, authentic learning experiences generate engagement with students, further promoting scientific literacy. Scientific literacy..... As children grow up in an increasingly technologically and scientifically advanced world, they need to be scientifically literate to succeed. Science learning begins long before children enter formal education. Effective teaching recognises and capitalises on children’s intrinsic interest in science, builds upon the initial concepts and strategies children have aquired, and provides an educational environment that allows those concepts and strategies to expand and deepen. The ACARA provides a framework for science teaching and learning, and recommends important conceptual shifts in science instruction. The professional standards for teachers supports this new vision and its application in the Next generation of science standards and recommends all educators make the transition to three-dimensional teaching and learning, supporting the acquisition of scientific literacy and connecting 21st century skills learning through inquiry based learning. Using real-world examples and tackling real-world problems as teaching strategies in the classroom can make learning about important issues more meaningful to students, and it can help spark excitement in learning. There is research to support the value of authenticity when students are engaged in teaching strategies that use real-world problems and scenarios. Not only does it make it more meaningful for students, but they become engaged in learning and become more aware of the choices they make in the classroom. The ACARA aims/rationales...curriculum recognise that big issues happen outside of the classroom. Creating authentic experiences to apply their classroom knowledge to a real problem, or issues, students are being engaged in topics that affect, and matter to them Eg..Reading about real-life issues such as storms helps students connect better to what they are reading. Guest speakers, field trips, simulation of real life experiences Students thrive with teachers who consider physical, socio-emotional and intellectual space for creative and in depth learning. Such an environment provides children with opportunities to engage in Teaching scientific methods to students is teaching them how to think, learn, solve problems and make informed decisions. These skills are integral to every aspect of a student’s education and life from school to career.