The subject of science is sometimes a scary thought for some teachers. Many teachers "freely admit that the very thought of teaching science fills them with anxiety and dread" (Ridgen, 59). "Teachers know little about either the content of science of the way scientific knowledge is acquired" (Ridgen, 59). This just proves that not only are students apprehensive about science, but so are the teachers. In order to get science education back into our schools, there needs to be a new approach and attitude towards the teaching of science and "make sure the child feels good when they are introduced to a new activity" (Schmedding,1997;Teaching Science website:(www.netinfo.com.au/schmedding/Tea

After implementing these approaches to science education, a paper and pencil test might not be a fun and exciting assessment, or the right one for the approach. "The NRC Standards emphasize multiple approaches to evaluating student learning rather than the exclusive use of the traditional worksheets, quizzes, and tests. Alternative approaches can include observing and talking to students, making tape recordings or photographs of students in action, and collecting drawn for written products, including science journals and portfolios" (Moreno, 572).

"Guided by research results showing that a hands-on investigative approach to science instruction levels the playing field for all students, an activity-based science program is the centerpiece of the professional development program" (Ridgen, 59). Reading a textbook, answering questions and taking a scan-tran test is not a very exciting approach to teaching science. "Students who are scientifically literate should be able to describe, explain, and predict natural phenomena while understanding that science is an ongoing process focused on generating and organizing knowledge" (Moreno, 569). "Both the NRC Standards and the AAAS Benchmarks provide guidelines for what students should know and be able to don as they progress through grades K-12. The guidelines emphasize the importance of helping students develop a base of knowledge and skills that will continue to grow throughout their lifetime" (Moreno, 569). The following approaches

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