Science class is about as useful as a ropeless jump-rope. All across the globe, science is considered a mandatory core class. But the reality hits when will people think about when they will use this information after they graduate. They won’t. Unless, of course, they end up entering into a scientific field for work. Science should not be a required course in schools because uninterested students won’t retain this information, students are not receiving a genuine scientific experience and most won’t ever use this information again.

In the first place, uninterested students don’t keep this information locked in their brains. In the text, “Why we shouldn’t force students to study science”, the author states, “And even in a perfect education system, we would still have to deal with the fact that however it might make Wall Street, not everyone wants to, can, or should be made to study science” (Pettigrew). This quote illustrates that not everyone is interested in this topic. This proves that not everyone is going to retain this information or care to learn it. Another example is exported from the article, “In science class, students are learning to hate science”, the author conveys, “But perhaps the most critical issue, they say, is standardized testing that forces students to memorize and regurgitate” (Berger). This quote stages that testing and other assignments that require memorization can actually be an issue, especially if the student isn’t engrossed in the lesson or subject they are being taught and required to study and remember. This helps analyze how requiring students to master these scientific details is unnecessary, and the standardized tests add heaps of pressure and stress on these poor students, not to mention the fact that the student doesn’t absorb the information well if they are not fond of what they are scrutinizing. As a result of overloaded work, adding unnecessary science assignments that serve no purpose isn’t healthy for a student.

Additionally, science should be an optional course for multiple other reasons, another one being students not receiving a genuine scientific experience inside the classroom. In the text, “In science class, students are learning to hate science”, the author articulates, “Advocates cite many problems with science education, synch as teachers lacking a science background” (Berger). This excerpt helps interpret the fact that students aren’t getting an accurate scientific experience. This proves the point that this could be a huge waste of students’ time and energy, especially if the teacher isn’t well educated in the area they are teaching. This helps to show that students are studying and memorizing notes when they could be observing information that is not the best quality. In the text, “Should Schools Teach the Scientific Method? New Book Says Maybe Not”, the author expounds, “What if spending so much time on the framework is giving students the wrong idea about how rigorous work is done by scientists?” (Noonoo). This quote explains how students could be learning the wrong idea about how to live like a scientist. Being a scientist is not an easy undertaking, and students getting the idea that it is could lead to future failure and disappointment. Considering most students won’t continue into a science career, having this class while learning less valuable information in the classroom really isn’t helping anyone. In brief summary, students getting fed less accurate information is a lose-lose situation.

Although it is often thought that science is important for a pupil to learn, many claims prove that idea wrong. For example, students not wanting to study science classes. In the writing, “Why we shouldn’t force students to study science”, the author states, “But it ignores a fundamental question: what if students don’t want to study these subjects?” (Pettigrew). Not all students are interested, and this perfectly describes how students arent all interested in the scientific material they are unwillingly learning. Students deserve a choice of what they are putting 40+ hours a week into. It isn’t good for students to be pushed into a class that doesn’t do them any good. Another specimen comes from the feature, ‘Why we shouldn’t force students to study science” and the author mentions, “But deciding what students should be studying because of a misguided sense of what businesses need causes severe and needless suffering” (Pettigrew). This quote draws out that these lessons and homework assignments can lead to superfluous suffrage. Students should have the choice, and not be required to sit in a classroom and try to focus when the info is just floating over their heads. To summarize, students should not be required to study the subject of science. 

Thus, science should be optional in schools across the globe. As previously mentioned, uninterested students are not retaining this information, and it’s a waste of time and energy from these homework assignments. Pupils are also not acquiring a genuine experience from this class, considering the fact that most teachers arent entirely educated in science, and could be feeding less accurate information into these students. Altogether, requiring science class is like throwing someone into a pit of snakes against their will.