Our Vision
Having access to proper education is in itself a basic right but besides accessibility to education, being able to utilize it is an essential component in the learning process. However, certain conditions people might have may introduce disadvantages in terms of their learning progress compared to others. Therefore, inclusivity plays an essential role while considering equity in education. There are multiple learning methods that can be incorporated into teaching in order to accommodate those dealing with learning disorders and other conditions such as autism, Tourette’s syndrome, as well as certain memory disorders or conditions.
Although some methods facilitating the learning process are available, they are prone to failing at times, especially with the current education standards. An interview with a student dealing with loss of short term and working memory demonstrated how standardized tests fail to fully capture a student’s ability and intelligence, especially in science education which so heavily relies on them. Despite excelling in writing lab reports and such, her condition prevented the successful completion of exams, proving how accommodations were ineffective, and how exams in general judged intelligence in a much limiting light.
Additionally, to support the methods for inclusivity in our education initiative, our book caters to special children by using certain methods mentioned above. The book has also been translated into multiple languages, reducing the language barrier and taking up a more diverse audience. As utilizing visual aids complementary with general content increases the ease for learning for certain disorders, the puzzle accompanying the book proceeds to do just that. The book has been implemented and introduced to students in the Anweshadhii Learning foundation and has proven to be effective.
“Science knowledge can be achieved very easily through this story book. The book focuses on tapping visual learning helping the special children to comprehend in an easier way.
It goes beyond traditional textbooks because of its captivating illustrations and interactive narratives. It offers a unique and interesting opportunity for children to practice what they have learnt in complex science concepts.
The book encourages and makes science learning enjoyable for all students, for fostering a lifelong love for science.
Through their volunteer work at our institution, the team has seen firsthand the impact that pictures and illustrations have in enabling students to effectively grasp both simple and advanced concepts. They have produced a very effective book that is sure to be enjoyed by children of all ages.”
Inclusivity is a much more significant topic than it is typically viewed to be especially within science education and utilizing resources to deal with this will prove to be beneficial in the future contributing to a more diverse student base.
Enhancing Science Education Through Diversity and Inclusivity
Diversity and inclusivity are critical in science education. This essay explores the significance of diversity and inclusivity in science, the workings of memory and learning, the disadvantages of standardized testing, and strategies to improve science education for diverse groups. It also includes an interview with a student who faces memory-related challenges during exams.
Introduction
Diversity and inclusivity are not just buzzwords; they are fundamental to the progress of science and education. In this essay, we delve into the multifaceted relationship between diversity, memory, learning, standardized testing, and science education. We argue that a more diverse and inclusive approach to science education is essential for fostering innovation, creativity, and equitable opportunities for all.
Diversity and Inclusivity in Science
Diversity is a hallmark of healthy ecosystems, and the scientific community is no exception. Diverse perspectives and experiences lead to more robust problem-solving and innovation [1]. When people from different backgrounds collaborate, they bring unique insights that can drive scientific progress. Inclusivity ensures that these diverse voices are not only heard but also valued and integrated into scientific endeavors [2].
One compelling example of the power of diversity in science is the Human Genome Project. This monumental undertaking involved scientists from diverse backgrounds and led to groundbreaking discoveries [3]. It illustrates how diversity can revolutionize scientific research and its applications.
How Memory and Learning Works
To appreciate the role of memory and learning in science education, it's essential to understand how our brains function. Memory, the process of encoding, storing, and retrieving information, plays a central role in learning [4]. Understanding the mechanisms of memory can help educators design effective teaching methods.
The memory operates through various stages, starting with sensory memory, where brief sensory inputs are temporarily held. These inputs are then selectively filtered into short-term memory, a limited-capacity store where information is actively processed for brief periods. Rehearsing or elaborating on this information can help transfer it to long-term memory, which has a much larger capacity and can retain information for extended periods.
Learning, closely tied to memory, is the process of acquiring new knowledge or skills. It involves the encoding of information into memory systems. Learning is influenced by various factors, including individual differences in learning styles, motivation, and prior knowledge. Cognitive and behavioral theories of learning, such as classical conditioning and operant conditioning, provide insights into how associations and reinforcement shape learning. Cognitive processes like attention, comprehension, and meaningful engagement with material play vital roles in the learning process. Effective learning often involves relating new information to existing knowledge, a process known as elaborative rehearsal. Furthermore, applying diverse learning strategies, including visual, auditory, and kinesthetic approaches, can enhance comprehension and retention.
Learning is not a one-size-fits-all process. Individuals have different learning styles [6], and recognizing these differences can improve education outcomes. For example, some students are visual learners, while others excel through hands-on experiences. By tailoring teaching methods to diverse learning styles, educators can enhance the educational experience.
Disadvantages of Standardized Testing
Standardized testing has long been the cornerstone of educational assessment. However, it has significant limitations. Standardized tests are often criticized for their inability to capture the full spectrum of a person's intelligence and abilities [7]. Intelligence is multidimensional, encompassing creativity, problem-solving, and adaptability, which standardized tests struggle to measure. Moreover, standardized tests can perpetuate biases and inequities. They may favor students who have access to test preparation resources and discriminate against those who face socioeconomic barriers [8]. The overreliance on standardized testing has raised concerns about educational equity [9].
Interview with Ivy Creek
To gain a deeper understanding of the real-world impact of standardized testing on students with memory-related challenges, we conducted an interview with a dedicated science student who excels in writing lab reports and essays but faces persistent difficulties when it comes to exams. Since she has asked for her identity to be kept confidential, we will refer to her as Ivy Creek, a pseudonym.
1. Can you tell me a bit about your academic background and your interest in science?
I’m a student going into the 2nd year of a biology related bachelor’s degree program. I can’t exactly pinpoint the exact moment I started showing interest in science, but I remember being in 5th grade and not having the greatest biology teacher. That year I had to teach myself and, while doing it I thought “you know what? This is fun”. And then from then on, I started participating in school clubs related to biology, and going to competitions and other schools where we would have to explain what we had done and simplify science for younger students or for older people. So, I always knew I would like to do something related to science, especially to simplify it for other people. And, in my last year at school, I finally entered a lab, and did a few experiments, nothing fancy, we didn’t even wear a lab coat, but that just consolidated my decision.
2. How would you describe your experience with writing lab reports and essays in your science courses?
I love it. Even though it is quite stressful due to the timer matter, with classes and other labs, I do enjoy it quite a lot.
3. What do you enjoy about the process of writing lab reports and essays? Are there specific aspects that you find fulfilling?
I know it’s quite bizarre enjoying the writing part, as normally, what students answer is that they love their time in the lab and dread the following week in which they must hand in their report. And don’t get me wrong, I do dread it also, especially on top of more lab work and other reports, but there’s just something cathartic about sitting by yourself and searching and understanding what you did in the lab. And when compared to exams, lab reports don’t force you to memorize and depend only on the amount of knowledge you can stuff in your brain.
4. When it comes to exams, can you describe the challenges you've faced due to your short-term and working memory issues?
I think the best way to describe it would be simply using one word: fail. As for the moment my memory loss worsened, I lost all abilities to pass a single exam. Not even the exams where we’re allowed to take formulas, did I not fail.
5. How do these memory challenges affect your ability to perform on timed exams, especially in a science context?
Time does always aggravate the stress factor. Most people would now expect that I say that the stress from being timed makes it harder to remember what I’ve studied. And, while that might be true for a “normal” memory loss, or “going blank”, as commonly called, for an actual more long-lasting memory loss, time does not affect as much. If I was to be given even 24 hours to do an exam instead of 2 hours, I would still not remember. With science, we do have a few subjects that we are allowed to take a sheet with formulas, like math or physics. And while one might think that helps someone with memory loss, unfortunately, it does not. If I was to suffer only from short-term memory loss, that formula sheet, or “cheat sheet” as we call it, would be amazingly helpful. However, besides that type of memory loss, my working memory is also affected, meaning that even with the formulas right in front of me, I cannot remember how to do the exercise, and therefore I cannot do the exam. And even these “cheat sheets” are only allowed for subjects that do use formulas, so more biology related courses obviously cannot allow such types of aids.
6. Have you sought any accommodations or support for your memory-related difficulties during exams?
I have, in the past. And unfortunately, there isn’t much that schools or universities can do. As I said before, if they do allow me to get more time to do the exams, that does not help. And, if they do allow me to take formulas, for certain subjects, it doesn’t help because of the loss of working memory. But unfortunately, my experience of talking with education establishments about my “problem” has not been the best. The answer I mostly hear is that they can’t “change rules for me as it wouldn’t be fair to the other students, because I would have an advantage over them”. However, what they forget is that I would not have an advantage over other students, I would only be trying to be on the same level as them, and such would still not be possible. Because, right now, I am at a complete disadvantage.
7. Could you share some specific instances or experiences during exams that were particularly challenging due to your memory issues?
I think that after a few years of dealing with this memory loss, your mental and emotional wellbeing is what takes a toll during exams. What I mean is, you go to the exam knowing you are going to fail, not because you don’t believe in yourself, or because you didn’t study enough, or because you didn’t sleep or whatever. You go knowing you will fail because you have a condition that will make you fail. When I tell people this, the response is always the “you have to think positive”, “you have to believe in yourself” or the best one the “well if you already go in there thinking you are going to fail, obviously you will”. It’s not a matter of being optimistic, pessimistic or realistic. You simply have something you can’t control.
8. How do you prepare for exams given your memory challenges? Are there specific strategies or techniques you find helpful?
I haven’t found any strategies that work yet and after talking to doctors you come to realize that there isn’t a strategy that is going to work. I now prepare for exams in a way that I know is not healthy. I guess it could be called studying beyond exhaustion. I simply study all the time. If I don’t have classes, I study. I just don’t stop. This method is connected to what I said previously about the emotional and mental wellbeing taking a toll. I know, and doctors know, that what I remember on the day of the exam is the same as if I studied the whole semester, the day before, the day of, or even not studied at all. So why study, you might ask. Or why study till exhaustion then? This method allows me to find peace within myself. The moment I got into the exam room I knew I did absolutely everything I could. That way, when I fail, I know that it wasn’t a problem of lack of preparation, it was simply a biological, neurological, or however we want to call it, problem.
9. How do you feel about standardized testing as a method of assessing your knowledge and abilities in science courses?
As long as exams exist, I won’t succeed academically. However, I know, it’s my own problem and not the universities’ problem. Anything involving a mental recall, simply does not align with a short-term memory loss, especially loss of working memory.
10. In your opinion, what changes or accommodations do you think could make the exam experience more equitable for students with memory-related challenges?
Regarding exams, if the student has a short-term memory loss, the “cheat-sheets” could be implemented. However, being realistic, if we look at science subjects, only math and physics, perhaps chemistry, could allow such. In no way is it possible or even helpful to use one of these sheets for microbiology, anatomy, and more biology related subjects.
11. Have you found any particular aspects of science education or assessment methods that are more accommodating to your learning style and memory constraints?
In my experience, with these memory constraints, I’ve found that the writing of reports is the best assessment till now. This allows you to show you understood the subject and is not dependent on a mental recall. If more reports could be incorporated into science assessment, that would be extremely helpful. However, it’s important to keep in mind that even with more reports, if the exam still exists, I will still fail – and all subjects are dependent on passing both the reports and the exam. And have you ever heard of a degree, especially a scientific one, without written exams?
What we learn from the Interview
As demonstrated by Ivy Creek's experience, even with certain accommodations, her educational progress remains constrained. Current education systems, particularly in subjects like natural sciences and mathematics, heavily rely on standardized assessments, which inherently limit the scope of intelligence these fields acknowledge. Standardized testing tends to emphasize specific cognitive abilities, such as memory recall and problem-solving within time constraints, often neglecting other essential aspects of intelligence, such as creativity, critical thinking, and practical application of knowledge. This narrow focus can hinder students like Ivy, who possess unique talents and insights that may not align with the prescribed testing format. Therefore, it is imperative to reconsider the assessment methods in science education to ensure they embrace a broader spectrum of intelligence, allowing all students, regardless of their cognitive profiles, to thrive and contribute effectively.
Improving Science Education for Diverse Groups
Enhancing science education requires deliberate efforts to include and support diverse groups. One strategy is to create more inclusive learning environments by incorporating diverse perspectives into curricula [10]. This can help students from various backgrounds connect with the material and see themselves as contributors to science. Mentorship and support systems are also vital. Research has shown that mentorship programs can significantly impact the success of underrepresented students in science [11]. Mentors provide guidance, encouragement, and a sense of belonging that can be transformative for aspiring scientists.
Conclusion
In conclusion, diversity and inclusivity are not mere ideals but essential ingredients for advancing science and education. The dynamics of memory and learning play a pivotal role in effective science education. Standardized testing, while valuable in some contexts, should not be the sole measure of intelligence or potential. To improve science education for diverse groups, we must embrace inclusivity, accommodate diverse learning styles, and provide mentorship and support. By doing so, we can cultivate a more equitable and innovative scientific community that benefits society as a whole.
As Einstein once said:
“Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
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