Dynamism and Diversity in Teaching: What is Expected of Conventional Teaching of Sciences in the Year 2030?

Abstract

Dynamism is seen as the trait of being distinguished by intense activity and progress; or the inclination for constant change, activity, or progression. It can also refer to a philosophy or school of thought that emphasizes change or the processes that generate change as an essential component of reality. Dynamism is a word that evokes energy and a strong desire to see something realized. The paper analyzes the value of being dynamic in teaching, particularly in fields such as computer science, biology, physics, and chemistry, as opposed to the prevalent use of traditional approaches. It provides more information about the potential for online science education to start today and continue through 2030. Data were gathered from 200 school teachers (50 from pre-primary, 50 from primary, 50 from secondary, and 50 from tertiary) using a questionnaire instrument via Google Forms for the study, which uses a descriptive survey method. Before being put through Chronbach’s Alpha reliability test, the instrument was validated by colleagues in colleges and faculties of education; the 0.897 index shows that the instrument is quite trustworthy. Because the instrument was administered online, it was filled quickly and sent back to its intended location. Data was properly collated before being properly analyzed using charts for easy reading and visualization using the statistical program SPSS. The results indicate that there is no discernible difference between teachers who are prepared for online teaching and those who are not; additionally, there is a significantly lower rate of teachers who can use online tools that support online teaching compared to teachers who are not; and there is a strong likelihood that traditional teaching will be gradually phased out by 2030.