“I don’t like Science.”

If you’ve heard your child say this, you’re not alone.

Science is often considered one of the most interesting subjects because it explains the world around us. Yet many students begin to dislike it as they move into higher classes.

But here’s an important question:

Does your child really hate Science—or have they simply had a difficult experience learning it?

In many cases, the problem isn’t the subject itself. It may be the way Science is being taught, learned, or experienced.

At Igniters Science Club, an initiative of Igniters for Tomorrow, we believe that children are naturally curious. Our aim is to help them rediscover that curiosity through questions, experiments, exploration, and conceptual learning.

Let’s look at some common reasons children struggle with Science—and what parents can do about them.

1. Science Becomes About Memorising

Science is not just a collection of definitions and formulas.

However, students sometimes experience it as:

Read → Memorise → Write in exam → Forget

When children don’t understand why something happens, Science can quickly become boring.

What Parents Can Do

Instead of asking:

“Did you memorise the definition?”

try asking:

“Can you explain this concept in your own words?”

Understanding should come before memorisation.

2. The Basics Aren’t Clear

Science concepts are connected.

If a student doesn’t understand an earlier concept, later topics can become increasingly difficult.

For example, difficulty understanding force and motion can make several later Physics topics harder to grasp.

Try This

If your child struggles with a topic, don’t immediately move to more difficult questions.

Go one step backward.

Ask:

“Which part of this concept is confusing?”

Finding the gap is often more useful than simply doing more questions.

3. They’re Afraid of Getting Answers Wrong

Some students stop asking questions because they are worried that their classmates or teachers might laugh at them.

This can gradually turn curiosity into silence.

Create a Safe Environment

Tell your child:

“It’s okay not to know. Let’s figure it out together.”

A question should never be treated as something embarrassing.

In fact, asking questions is one of the foundations of scientific thinking.

4. Science Feels Disconnected From Real Life

Imagine learning about electricity only through diagrams.

Now imagine building a simple low-voltage circuit and watching an LED light up.

The concept suddenly becomes real.

Children often become more interested when they understand where Science exists in everyday life.

Ask questions such as:

• Why does ice float?
• How does a refrigerator cool things?
• Why do shadows change?
• How does a bicycle remain balanced?

Science is happening everywhere.

5. There Isn’t Enough Experimentation

Science is an experimental subject.

Students should have opportunities to:

Observe → Predict → Test → Analyse → Conclude

Even simple activities can make abstract concepts more meaningful.

A paper bridge can introduce forces.

A growing seed can introduce biology.

A simple circuit can introduce electricity.

A shadow experiment can introduce light.

The activity doesn’t need to be complicated. The thinking behind it matters more.

6. They’re Comparing Themselves With Others

“Everyone else understands Science except me.”

A child may begin thinking this after struggling with a few tests.

But students don’t all learn at the same pace.

Instead of comparing your child with classmates, focus on their own progress.

Ask:

“What do you understand today that you didn’t understand last week?”

Progress is more meaningful than comparison.

7. They’re Being Given Questions That Are Too Difficult—or Too Easy

If every question is far beyond a student’s current level, they may feel frustrated.

If every question is extremely easy, they may become bored.

Good learning happens when students are challenged just enough to think without feeling overwhelmed.

A gradual progression works better:

Understand → Practise → Apply → Challenge

8. They’re Learning for Marks Instead of Understanding

If every Science conversation begins with:

“How many marks did you get?”

children can start associating the subject with pressure.

Marks are important, but they shouldn’t be the only measure of learning.

Also ask:

• What did you discover?
• Which concept did you find interesting?
• What was difficult?
• What question came to your mind?

These questions shift the focus from performance to learning.

9. They’re Not Given Enough Freedom to Explore

Children are naturally curious.

Give them opportunities to investigate their own questions.

If your child asks:

“Why does a paper airplane fly?”

don’t stop at the answer.

Make different paper airplanes.

Change their shapes.

Test them.

Measure how far they travel.

Now a simple question has become a Science activity.

10. They Haven’t Found Their “Why”

Sometimes children don’t dislike Science—they simply haven’t discovered why it is interesting to them.

One child may love space.

Another may enjoy animals.

Another may be fascinated by machines.

Another may enjoy experiments.

Start with what interests your child and connect Science to it.

Interest can become the doorway to understanding.

What Parents Should Avoid

If your child is struggling with Science, try to avoid:

• Calling them “weak in Science.”
• Comparing them with other children.
• Forcing long study sessions.
• Focusing only on marks.
• Making mistakes feel like failures.
• Giving answers without allowing them to think.

Instead, encourage curiosity, patience, questions, and experimentation.

When Should Parents Consider Extra Support?

If your child consistently struggles with Science despite regular effort, it may be worth identifying the specific reason.

Ask:

Is there a conceptual gap?

Is the learning method suitable for them?

Are they afraid of making mistakes?

Do they need more individual attention?

The solution isn’t always more worksheets or longer study hours. Sometimes students need better explanations, personalised guidance, and an environment where they feel comfortable asking questions.

Science Doesn’t Have to Be “Hated”

A child who says, “I hate Science,” may actually be saying:

“I don’t understand it.”

“I’m afraid I’ll get it wrong.”

“It feels boring.”

“I don’t know where to start.”

“Nobody has shown me why it matters.”

These are very different problems—and each can have a different solution.

At Igniters Science Club, an initiative of Igniters for Tomorrow, we believe the goal of Science education should go beyond completing chapters. Through curiosity-driven learning, hands-on activities, experimentation, and conceptual exploration, we aim to help students discover the why behind the what.

Because children are naturally curious.

Sometimes, they don’t need to be taught to love Science.

They simply need the opportunity to experience it differently.

The next time your child says, “I hate Science,” don’t immediately ask them to study harder.

Ask:

“What is it about Science that you don’t enjoy?”

That answer might be the first step towards changing the way they learn.