Introduction

Children (pupils) participating in practical work when teaching science should be an integral and essential part of science in primary school, children learn best by doing. It provides experiences through which pupils can develop their own understanding enabling them to link between content and the physical worlds by experiencing, discovering, exploring, socialising and observing. It teaches techniques and skills for handling equipment and materials safety and it promotes development of scientific reasoning, so that pupils can understand through experience, the importance in supporting explanations. Field is a great way to greatly enhance pupils’ young mind with new or reinforce knowledge to them; as well as skills, Gardner’s theory of multiple intelligences will take into effect on these events and practical “doing” of teach science to pupils.
Many of us are familiar with three general categories in which people learn: visual learners, auditory learners and kinaesthetic learners. Beyond these three (3) general categories, many theories and approach towards human potential development. Gardner’s early work in psychology and later human cognition and human potential led to the development of the initial six (6) intelligences. These are verbal – linguistic (well …show more content…
Teaching science or other subjects should go beyond the four (4) wall of the classroom. An outdoor activity is and should be an epic adventure with your classmate to remember for a lifetime, fun, discovery, exploration and experiences through learning. It’s the real world, real learning and real benefits. Let say a teacher want to transfer a new concept or knowledge to pupil, let say different fishes within Guyana for science. He or she would have plan a field trip to the national aquatic centre, pupils will place into group once they reach their destination, appointed group leader for each