Teachers lack tools to design a science curriculum

<p>When a teacher needs to plan lectures for a school year, they must relate to the information, tools, and context at hand. </p> <p>Access to information, although apparently a trivial problem to solve, is not well organized. For example, programs (established by ministries and other bureaucratic organisms) and contents divided by each school year can be challenging to find[<a class="litnote tooltip" href="/literature/@furman2020">@furman2020<span class="tooltiptext">Aprender ciencias en las escuelas primarias de América Latina</span></a>] if not impossible. </p> <p>Next, the access to tools, both physical and intellectual is lacking. Teachers have a hard time finding ideas of structure for their classes. Many end up repeating the content of the text book, in an encyclopedic approach. Because of the <a class="wikilink" href="/correlation_between_pedagogical_approach_and_science_education_outputs/">Correlation between pedagogical approach and science education outputs</a>, this proves to be problematic in the long-term. </p> <p>Considering the context of education is of utmost importance. Especially in primary education, access to a lab may not be as important. Since <a class="wikilink" href="/ideas_are_born_through_interaction_with_the_world/">ideas are born through interaction with the world</a>, kids should be free to explore it outside of the classroom.</p>