Teachers bring their own knowledge gaps to the classrooms

<p>Teachers study to become teachers. Part of their studies focuses on methods, but a big portion revolves around the <em>topics</em> they are meant to teach later on. If during the formative years there's a knowledge gap, it is extremely likely that it will manifest during a class. This can be seen, for example, when teachers neglect topics such as physics or chemistry in favor of humanistic subjects[<a class="litnote tooltip" href="/literature/@furman2020">@furman2020<span class="tooltiptext">Aprender ciencias en las escuelas primarias de América Latina</span></a>]. </p> <p>The lack of sufficient knowledge and biases at the teacher level could be one of the explanations for the <a class="wikilink" href="/correlation_between_pedagogical_approach_and_science_education_outputs/">correlation between pedagogical approach and science education outputs</a>, mostly because of the <a class="wikilink" href="/correletion_between_time_spent_and_competency_in_scientific_literacy/">correletion between time spent and competency in scientific literacy</a>. However, knowledge gaps can also explain why <a class="wikilink" href="/teachers_lack_tools_to_design_a_science_curriculum/">teachers lack tools to design a science curriculum</a>. </p> <p>After all, teachers are people who went to the same education system than the kids they are educating. It is understandable that there is a self-replicating problem that needs some form of external intervention to change course. This may be exactly why <a class="wikilink" href="/incremental_change_leads_to_unsustainable_educational_paradigms/">incremental change leads to unsustainable educational paradigms</a>.</p>