The question which is “Is Teaching an Art or a Science?” seemed controversial to us. We decided to answer the issue as a group.
TEACHING IS A SCIENCE BECAUSE…
Teaching science is gathering information based on the information and improving educational practices. You can view the collection of information on three levels. To be able to teach it, the most basic set of information would be to acquire knowledge in one’s subject area. There’s nothing to teach without it. Furthermore, the scientific base for teachers is mainly founded in the social sciences and research in psychological, sociological, and speech communication disciplines on learning. As Solomon (1978) states, there is a “scientific basis for the art of teaching.” Specifically, the “knowledge” in social science is increasing, changing and undergoing correction, as in physical science, and is open to new results. This information offers an opportunity for us to impact the teaching of others on the subject and influence other people’s learning of the topic.
And lastly, the majority of educational research is based on monitoring, and the effective teacher implements methods and strategies that other people learn from their research and follows up on their impact in the classroom. Markedly, teachers conduct educational research, they try different theories and approaches and change a variable and a strategy, and then observe how it affects the environment in the classroom. A continuous knowledge base is essential to the science of learning and to be an effective teacher throughout a teacher’s work.
TEACHING IS AN ART BECAUSE…
The art of learning implies not only understanding what to do and how to do it, but also understanding when to do it, and not in what circumstances. It is such a process of thought that teaching takes the form of art from scientific backgrounds. Such choices are not made easily. These skills are developed over time by competent teachers. With the help of teachers, they will learn reading and understand the abilities and needs of their students. They build a foundation for strategies and the knowledge of when and how to apply them through the application of which information is learned. A teacher must be creative to reach a student. Cain’s creativity, based on study and observation, is involved in changing the school environment. The art of education is both presentational and improvisational. The lessons need to be planned and written down.
While the knowledge of the subject matter, learning theories, and educational strategies that form the foundation of teaching are essential, it is the mastery of teaching that defines effective teachers. Important to realize, even John Dewey, the advocate of science in education, considered that teaching itself was not a science, but rather a combination of art and science. He once said, “When there is an opposite of science and art, I must join those who argue that education is an art” (Makedon, 1990). Through studies which make up part of the teaching science, we have learned that the teacher is the main factor in learning for students. Significantly, many studies have quantified that the impact of an efficient teacher on student performance is relatively independent of anything else in school. For students of all levels of performance, effective teachers appear to be productive, irrespective of the level of heterogeneity in their school (Marzano, 2001). As an example, listening to music, painting, writing stories, poems and novels relax people and this is the art which embraces the soul. That is why we are inspired by a lot of things in order to handle such arts in a beautiful, human-touching way. Teaching is an art. A teacher should touch the student’s heart to make them understand well and goes through many steps to teach him the instructive and educational knowledge, and finally finds the right source and transfers this art to the student.
Finally, we have decided that an efficient teacher must not only remain open to recent research and findings in the field of education but must also practice the art of using this information continuously. Moreover, evaluate what works and refine his approach to create a pleasant learning environment. Additionally, a good teacher understands how students are learning (and there are many styles of learning), and presents the topic to the most disinterested students. We’ve all had some great teachers. Teachers who consistently have engaging lessons that make learning fun don’t happen incidentally. Another key point is that they are also pleasant, so making learning fun through visual aids, learning exercises, and the ability of students themselves to “discover” the truths can be advantageous. The “science” of teaching is to have a complete understanding of what is taught and the expertise of how to present it. The “art” of teaching promotes and maintains students’ interest and gives them the happiness to discover the truths and create a desire to learn the topic. In brief, teaching is both an art and science. Discrimination cannot be made for us. Both of the ideas are correct, and it can be said teaching is not only art or science teaching is combining science and art.
Art of Teaching. McGraw Hill. https://www.mheducation.com/prek-12/explore/art-of-teaching.html
A, Makedon. (1990). Is Teaching and Art or a Science? http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/22/de/39.pdf
R, Marzano. (2001). A New Era of School Reform: Going Where the Research Takes Us. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.594.1425&rep=rep1&type=pdf
Solomon, D. (1979). The Scientific Basis of the Art of Teaching: Essay Review. The Elementary School Journal, 79(4), 235-239. http://www.jstor.org/stable/1001252