Teaching Students so that Students Learn Science

John Mays June 21, 2013

Presented at:
SCL Conference 2013


Top students tend to learn a lot of science content, but are often weak on integrating that content with other areas such as epistemology, history and Christian faith. Mid-level students are often in an even worse position, manifesting the same weaknesses as those with strong academic performance, but lacking anything like mastery of science content. These statements are true of American education in general. Classical Christian educators, who generally emphasize the humanities, have an opportunity to realize their mission in the area of science education as well. By basing the science programming and curriculum on the three core principles of Mastery, Integration, and Kingdom Perspective, we can graduate students—at every level of academic performance—who have genuinely learned science.


Classical Education Mastery Science Subject Integration


John Mays
John holds a BS in Electrical Engineering, a MEd in Secondary Education and an Master’s of Liberal Arts. He served as the Math-Science Department Chair at Regents School from 2001 to 2009, then became Director of the Laser Optics Lab at Regents. He founded Novare Science & Math in 2009, and is the author of numerous student science texts and teacher resources. Now working full time as writer, publisher and consultant, John continues to teach students part time at the Laser Optics Lab at Regents.

Other Contributions by John Mays

Science: Discovery and Discipleship

Article - SCL Conference 2015

The Heavens Declare the Glory of God

Article - SCL Conference 2015

Slaying the “Cram, Test, Forget” Dragon

Article - SCL Conference 2014

Course Sequencing for Upper School Science

Article - SCL Conference 2014

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