Chloe Kwan

The two hours that are currently prescribed are just not enough, especially if teachers are trying to incorporate time for planning experiments, organising resources and cleanup.

Adding these all together, I doubt that children are getting more than 40 minutes of time actually participating and engaging in science investigation.

Tammy Colby, an associate professor of educational leadership and policy studies at the University of Vermont, states that for many teachers who participated in the study, even the best teachers are less likely to use inquiry-based science if they don't have the time.

Time is one of the most important resources when it comes to learning, and if we are truly trying to get children to be interested in science, we have to give them the time and the exposure.

Without it, children aren't learning the content, and they also aren't learning the practical and investigative skills that science classes should give them.

They are learning that they don't have time to think, they don't have time to be critical, and they don't have time to do, well, this.

While it seems insignificant, it takes away the time and effort children use to build up one of the most important parts of learning, critical thinking.

Children are learning that thinking takes time and time is limited, creating followers, robots and taking away a part of our humanity.

The way we see our world, not just their world.

Our unique perspective that we derive from observation and thinking, not just believing.

Without addressing this lack of time, we are not ruining science, we are ruining education.

We are taking away children's ability to think for themselves and we are creating safe thinkers, not world changers.

We need a change in our methods and also who is teaching.

Primary school teachers, I admit, have a heart.

They need to teach the whole curriculum and to do that, they need to learn the whole scope of the curriculum.

they then need to squeeze it into a 25-hour week.

I'm forever amazed at the hard work and dedication towards the students.

However, many teachers regard themselves as having difficulty teaching science and agree that more support should be provided.

In a survey conducted by James Dehan,

Out of 165 primary school teachers, 47% of participants agreed that further professional development would be a huge asset.