As I reflect on my journey throughout this course, I realize the meaningful and life changing effects that it has on my teaching and myself personally. This has not been an easy course, especially since in the beginning I had a lot of negative feelings towards science. I had to push myself out of my comfort zone and work extra hard in order to do the best that I can do while improving my skills. Although it was challenging, it helped me to learn even more about science and I feel like I have developed a massive amount of confidence in it. I also learned even more about different teaching methods and about myself as a teacher.
I love how this course gets us to actually teach in front of a classroom. I was eager to be able to practice my skills again in front of a whole class.I felt like an actual teacher and that the students were my own students. I never felt this connection before in any of my other methods classes. I did gain some great experiences in those classes because I worked one-on-one with students but I never got the chance to teach a whole classroom.
Working with my peers on the unit plan was a great experience. My group worked extremely well together. We all were able to contribute to the unit plan in our own ways. I felt that my group demonstrated the Jigsaw Method well by each of us assigning ourselves our own roles when breaking down the unit plan. We each had a variety of roles that we contributed together and we each voiced our thoughts and ideas to one another. The majority of our ideas were combined and put together in this unit plan. One important thing that I learned about the unit plan process is to give yourself a lot of time before you have to conduct the unit plan. This was a lengthy process that takes many days to complete. It is important that you start early in order to get it done beforehand so that you can make finishing touches and even backup activities.
I feel that I have learned a lot about myself in this course. I always felt that I was shy and not very good at presenting in front of people. At the closing of this course, I feel completely different from the way that I felt from the beginning of the course. I feel a lot more comfortable with presenting and teaching in front of people now. When I was teaching and presenting my unit plan to the 3rd, 4th, and 5th grade students, I felt confident and I felt that I belonged there teaching these students. It was a powerful feeling that I enjoy and will hold onto. My goal is to improve my skills even more in teaching by practicing presenting in front of people and developing unit plans.
I feel that I am ready to become a teacher due to my experiences and discoveries. I feel that I have definitely mastered the unit plan process and I feel comfortable with developing them. I feel like I know all about direct instruction and indirect/inquiry instruction by heart and I can't wait to incorporate these types of lessons in my future classroom. These lessons really helped the students to understand the lessons more, develop their thinking and scientific method skills, as well as their social skills by working together with their peers. The activities we conducted (science fair project, climate presentation, atmosphere presentation, astronomy timeline and word clouds, etc.) helped me to learn a lot more about science and how to teach it effectively to students. I will definitely be incorporating these projects into my future classroom.
I really enjoyed this course because the lessons and teaching methods that I learned were engaging for the students and were meaningful because they were able to apply what they were learning in various ways. This is what helped me to decide my philosophy of teaching statement which is, "Teachers are able to make a difference for all students through learning by engaging them in the lessons using a variety of teaching methods and providing them the opportunity to learn through hands-on activities." I feel like this statement really applies to how I feel about teaching and one of the important things that I learned from this course. I also feel that this statement incorporates the 5 powerful teaching elements (Meaningful, Integrative, Value-Based, Challenged, Active). These elements are important when developing unit plans because it is important that these unit plans are effective and mean something to these students in order for them to learn.
As I continue the next chapter towards becoming a teacher, I will definitely be using all of the teaching methods and resources that I learned from this course. With my new goals and skills, I will keep improving my teaching in order to make a difference in the lives of students.
Recently, we conducted a project that would help us to gain more knowledge about space science while learning ways to teach the subject in the classroom. Dr. Smirnova had us refer to a solar system Google Docs where we each chose a category or planet by placing our name in the box. I picked Jupiter. We then had to research and learn more about what we picked using Instagrok , an interactive website with map-like features where you can discover condensed information. I researched more information about Jupiter from this website. After making note of important information that I found, I then contributed two slides about Jupiter to the classroom slideshow on the Solar System. When the class was finished, we each presented our slides on this shared classroom slideshow. I was able to learn a lot about the other planets that I didn't know before.
Before starting this project, Dr. Smirnova had us research and take note of any articles about Astronomy that we found to be interesting. I had selected up to 8 articles. We were then split up into groups of 3 as we shared our articles to the members of our group. Our task was to create a list of common words from each of our articles into a Word Cloud. My group used a Word Cloud generator in order to copy and paste each article into one system. Our Word Cloud really did a great job in combining the important words and aspects about our articles.
We then had to create a timeline using the important terms from our Word Cloud. We used the website called, Time Toast, to make our timeline on. It is a very interactive time line that showed either a list version of each event in the timeline or it would show the lay out version. In our Time Toast, we referred to terms such as "Kepler," "Galileo," "Vostok 1," "Pluto," and "spacecraft." With these people and terms, we sorted them throughout history and organized it based on their times. Our time line came out very well and we were able to teach the class about what we learned and how this project helped us to learn more about these subjects and how to teach it in the classroom. This is a great project to use in my future classroom.
In order to learn more about Earth and Space and how to teach it effectively in the classroom, Dr. Smirnova had us get involved in a class assignment which resulted in a classroom project. She started off by instructing us to take an online pre-test where we put our honest answers of how we felt with our knowledge of various areas of Earth and Space. These were areas such as the Earth's surface, atmosphere, weather, etc. This was done so she could see what we needed more knowledge and confidence in. It was also done as a reflection for us to see how we felt about certain subjects involving Earth and Space.
We were then assigned in groups and we were given a series of questions that we needed to complete with our group members on a Google Docs. Here we discussed what we felt that we were most knowledgeable and least knowledgeable in regarding Earth's surface, atmosphere, and weather. We felt that we were most knowledgeable about oceans and freshwater. In order to continue to strengthen our knowledge about this topic, we can always refer to news and research articles about this topic and can incorporate many interactive websites and videos about it in the classroom. We felt that were least knowledgeable about the atmosphere. We felt in order to get ourselves comfortable with this topic, we would need to use the same technique that we would use to strengthen our knowledge. We also listed many helpful resources that teachers can refer to when learning more about the Earth's surface, atmosphere and weather. We found sources such as National Geographic for Kids, TIME for Kids, and BrainPop. These are some great resources that teachers can refer to in the classroom.
My group then had to create a presentation on the topic that we are least knowledgeable about. Our topic was on atmosphere. We felt that we did not have a lot of knowledge on the layers of the atmosphere. In order to learn more about it, we did our research using the resources that we found beforehand. My group took notes on the atmosphere and its layers. We then selected Powtoon as our digital tool for the presentation. We then worked together on condensing our notes and putting the information into the Powtoon. This digital tool proved to be very engaging and we had a lot of fun with creating it. I was able to teach the rest of the class all that I have learned about the atmosphere and its layers. After teaching my peers and showing them our Powtoon, we then created an engaging quiz using Kahoot so that we could test our peers on what they have learned. I definitely felt a lot more confident with this topic after this project. This is a great way for students to learn more about specific topics in the classroom.
Recently, I was involved in an assignment where we learned more about Climate Change. We were split up into groups where I had to become an expert on area where which is affected by climate change. I then would have to teach the rest of the classroom about this area and check for their understanding. We used the Jigsaw Method when completing this lesson. The area that my group was assigned with was oceans and coasts. We were given this format to use with the main points that we needed to cover when creating our presentation to teach the lesson. When my group met up together, we decided that each group member would be assigned a couple points that they would have to research and become experts at to contribute to the presentation. My role was to become an expert on the definitions of oceans and coasts, the history of both, the major threats to these areas, and the generalizations. My other group member also had an equal amount areas that she needed to become an expert at. Each member had a role and responsibility for this lesson and an equal amount of work to contribute.
Independently, I took notes and researched the areas that we assigned ourselves. I learned a lot about these the information regarding to oceans and coasts. We created a PowerPoint on Google Slides to share with one another so that we could each work on the slides together at any time. I condensed the information that I gathered and put it into a short amount of bullet points on the slides. I helped contribute to the pictures and colors that we incorporated into the presentation. I was able to find many pictures that was related to what I found in my research regarding oceans and coasts. My peer and I contributed slides on "Stop and Ponder" where after a certain amount of information is presented to the class, we will bring up review questions so that the students have a better understanding of what they are learning so far.
With all of our information gathered together, we realized that oceans and coasts are really being affected by climate change and we need to do something now to prevent sea level rising. In order to give our students the chance to learn more about climate change regarding oceans and coasts and extend the lesson even further, we provided programs that they could join to help protect oceans and coasts and a lesson plan that teachers can use in the classroom to demonstrate to students how oceans and coasts are being affected by climate change.The conclusion of our lesson included an Exit ticket which was a Google Forms quiz to test their knowledge on what they have learned. We each contributed questions to the quiz based on our combined information.
I felt that my peer and I worked very well together. It helped prove to me once again that the Jigsaw Method is extremely effective. Each member contributed an equal amount by becoming experts on what they had to research and contributed to the PowerPoint. The PowerPoint came out very well and engaging for the students. When we presented our lesson, it grabbed the students attention and I felt that the students did very well at the quiz. This is a great activity to do to incorporate the Jigsaw Method in the classroom.
An important part of the fieldwork process was not only developing my lesson plans and teaching it to the class, it was also from my observations of my peers. Every time my peers would teach their lessons, I would take note of what they did in my observation chart form. It is important to pay attention to the way that my peers teach in order to learn from them. My peers are with me in learning about teaching and they want feedback on their teaching as much as I do.
Providing feedback is extremely important in order for you to learn and improve your skills as a teacher. It is important that we are becoming the best educators so that we can teach students effectively and meaningfully. When providing feedback, you need to tell your peers what they did well, anything notable about their lessons and/or activities, and what they need to work on. It is important for you and your peers to not be offended by critical feedback on what needs to be improved on. This is a learning experience. It is important that we discover what we need to improve on now before we become official educators. It is also now the perfect time because you can work on improving your skills in the next courses that will be taken for education.
I feel like I have learned a lot from my peers. The areas of science that they taught were appropriate for the grade levels of the students. The activities were effective and engaging to the students. I will definitely be using some of the activities in my future classroom. During some of the groups direct instruction, my peers would not only present the information but also present the information with concrete examples. They either discussed these examples with visuals or they presented an actual object to go with the example. I thought that this was a great idea for the students who need a visual in order to understand what they are learning. My peers from these groups inspired me to do the same in my lesson. I also liked how my peers grabbed the students attention. In one of the groups, one of my peers grabbed the students attention by saying, "hocus pocus, let's focus." The students really enjoyed this and would focus when she used this line. I will definitely be using this method in my future classroom.
I feel like I have learned so much about teaching and about myself as a teacher. Providing feedback to my peers has improved my skills on determining what teachers need to do in order to be engaging and effective with students. By getting feedback from my peers, I have learned more about myself as a teacher and what skills that I need to improve on. I have also learned some great techniques and methods that I will use in my future classroom.
Before going into the after school science classroom, I already had in mind what to expect. I have had many opportunities and experiences with teaching students. I have done numerous one-on-one and small group teaching. However, my social studies methods course was the only course where I actually taught in front of a whole classroom with my peers. I remember being terrified at that time but I also remember enjoying myself, demonstrating my teaching skills, and learning a lot about teaching in the classroom. Now that I was going to teach in this science classroom, I felt the same nervous feeling but I knew that I would be able to teach the students effectively since I worked hard on the lessons and knew all the information by heart. Once I actually got in front of the classroom, I was confident and ready to teach the students information about the three types of rocks that would expand their knowledge.
I made sure that I spoke loud and clear when teaching the students. Once I noticed that the students were engaging in the lesson, I felt very proud that I was able to get the students attention and help them to learn from the lessons. I felt that when performing in front of the classroom, each member of the group was able to flow with each other and build on as we went along with the lesson. This worked really well because we practiced many times and knew our material well.
I learned from teaching in this classroom that constant review is crucial for students to understand what they have learned. The "stop and ponder" questions are very important in order to see if the students are understanding all the information that some are seeing for the first time. If a student is struggling and getting frustrated, it is important that you slow down and help this student to understand what they are struggling with. If a student is getting frustrated, it can lead to the student developing a negative attitude towards science. This student had me thinking about myself when I was a student. I remember being frustrated with science because I did not understand it and my teachers wouldn't help me but would instead make me feel bad about myself for not understanding. I do not want this to happen to any of my students. I learned that as a teacher, it is important to make sure that all the students understand what is being taught.
I also learned that students will have different speeds of learning when being taught new information. There were some students who were extremely bright and already knew about a lot of the information that we were teaching. There were also students who were learning this for the first time but were able to pick up on the information quickly. However, there were students who were learning this for the first time and needed to learn at a slower pace. I feel like my teacher peers and I taught the lesson pretty fast. We did not leave the students enough time to fill in their graphic organizers or even time to reflect about what they had learned from the slides. It is important that teachers really go in depth with what they are teaching and get the students engaged so that they will develop a deeper understanding.
Overall, I feel like my teaching peers and I did a great job. The students loved our inquiry activity where we had them help Dr. Rock sort the rocks into the three types. The students learned a lot about the three types of rocks and were excited by the activities. I will definitely be using these methods and activities in my future classroom. I will also keep in mind of everything that I learned from teaching in this classroom for future reference when teaching a variety of different students.
What is the science issue involved: It is revealed that for the first time, astronauts will be creating a home base on Mars in order to find any life on this planet and possible sites for humans to live on one day. Experts are still trying to decide what areas they should land in due to risky effects of contamination and whether humans can survive on a frozen desert. "If there is life somewhere on Mars, it has been around for billions of years, scientist Steve Clifford said. We do not have the right to put that life at risk. It would be a terrible thing if we were to kill off the first living thing we come across in outer space, he said. In the end, the experts at the meeting could not agree on a place to land. About all they could agree on was that more study is probably necessary."
Why did you choose it? I thought that this was a very interesting article. I have heard that there was a lot of talk about making a trip to Mars and the possibility that humans will one day be able to live on Mars. I find it interesting that Mars is the only planet that humans could live on and that there may be some form of life out there in outer space.
How does this current topic relate to the classroom discourse? This topic is on astronomy, specifically on the planets and solar system. We learned in this course about astronomy and how it is important for teachers to be up to date with what is occurring in all aspects of the science fields so that the students will be able to see what is being done with science today. This is important information because these students might be the ones who will live on Mars one day. The students are the future and it is important that they learn about the planets and the possibilities that are there in the future.
How can you use the news articles in teaching science? Teachers can use news articles in many ways in the classroom. When teaching students about a certain area of science, teachers can teach the students the information and then present them with a news article to show why this is important today. For example, teachers can teach students about astronomy and the planets. After teaching the students about Mars, teachers can present them with the news article and show the students what is happening with Mars today and why it is important that we are learning about it. Teachers can also have students research various news articles and combine their findings with their classmates to show how much they learned about a specific area of science in the news today. For example, they could combine articles about Astronomy and then combine their peers articles about Astronomy in order to gain a deeper knowledge about it in what is occurring today.
Scientific American (2016) Experts debate the best spots for Astronuats to land on Mars someday. Newsela. https://newsela.com/articles/mars-exploration/id/15850/.
In order to develop skills and be up-to-date with science when teaching this subject in the classroom, it is important that teachers are constantly reviewing research articles. By reading research articles, teachers can develop a deeper understanding of what they are teaching and can apply the new skills that they learned in the classroom so that students can get a strong experience from what they are learning.
The research article that I chose is called, "Thinking Creatively about Science: Suggestions for Primary Teachers" by Karen S. Meador. In this article, the author discusses how students are able to really learn through experiences, discoveries, and creative thinking skills. It is important that students use their creative thinking skills in science in order come up with ideas and think outside of the box. The author stresses that this is an important skill that scientists need to have. She states that "Even though our students will not
all become scientists, it is important to
initiate creative thinking within academic
content, maximizing the potential
of those who do choose this profession.
Additionally, all students who learn to
think creatively, while engaging in scientific
endeavors, hone skills applicable to
other contents" (26). Creative thinking skills are not only important for scientists but for the majority of all professions. This can also help beat the stereotype that only smart men can be scientists. By stressing to students that they have strong creative thinking skills just like real scientists, this can inspire many students to want to be scientists one day. A teacher is a role model who can take their passion about science and make students passionate about it too.
Creative thinking skills can install a sense of flexibility in the minds of the students when learning about science. Meador states that "In science,
flexible students think of different
types of variables that may impact a phenomenon.
Flexible thinkers also have
the ability to look at things from multiple
perspectives" (26). This sense of flexibility can help students problem solving skills. These skills are crucial when using the process of inquiry during hands-on experiments. The students need to be able to come up with multiple ideas and communicate their thoughts in order to reach conclusions and gain a deeper understanding of what they are learning.
This research article also shows how students will highly benefit from experiences and discoveries in the classroom. It is important that students get the change to be engaged and involved with science in order to develop a positive attitude about it and gain a deeper knowledge of it. Meador states "Primary educators set the stage for
discovery and investigation by preparing
an environment in which youngsters
may encounter appropriate
stimulation, igniting their sense of
wonder and inviting questions" (26). The classroom should be a place where students can explore with appropriate and hands-on activities. It will make the students question more about what they are doing which is a good thing. As teachers, we want the students to be involved as much as possible in science and discovery things that they have never thought or heard of before. This is where they will really learn more about science and hopefully develop a passion for it.
The research articles also gives various examples of classroom appropriate activities and experiments that students can be involved in when it comes to science. For example, one of the activities is called "Attribute Socks" where students use their senses and practice their observation skills. In this activity, "Students practice observation using
touch, smell, and sound as they determine
the attributes of objects placed
inside socks. The socks are tied at the
top so students cannot see the objects" (27). Using observation skills is an important skill that scientists need to use. This activity also let's the students imagination go wild by letting them express their creative thinking skills. This is just one of the many activities that this article provides.
I chose this article because I was fascinated by this stress on creative thinking skills. I have never considered this to be a skill that would be important to science. I always thought that this was important for something like creative writing. This article taught me a lot about teaching science and I will apply this stress on creative thinking skills in my future classroom.
Meador, K. S. (2003). Thinking Creatively about Science: Suggestions for Primary Teachers. Gifted Child Today, 26 (1), 25-29.
Science fair projects are extremely popular in the elementary and middle school grades. I have heard of science fair projects before but I had never participated in one myself. I remember my elementary school hosting a science fair event but it was optional to students. My friends who participated in the science fair enjoyed the process of doing their experiments and learned a lot from the process. There are many things that you need to keep in mind when creating your science fair project. It is important when creating your science fair project that you know the scientific method and that you are using the process of inquiry.
I discovered the penny experiment. I thought that this was an interesting experiment and I wanted to try it for myself. I also picked it because it flowed well with the scientific method and inquiry process that I was trying to keep in mind with. The question that I posed for my science fair project was, “which type of water will a penny hold more: soapy or regular water?” In this experiment, I needed to see how many drops of each kind of water could the penny hold. I would have to use a dropper so that I could drop one drop of water at a time while I count. My hypothesis was that the penny will hold more regular water than soapy water. The materials consisted of 2 pennies, regular water, soapy water, 2 droppers, paper towels, 2 beakers, petri dish, data table paper, and a pencil. I started off with performing the experiment first with regular water as I counted how many drops would fit on the penny. When the water would all spill over, I would record how many drops it took in the data chart. I then did the same but with soapy water. After collecting my data, I performed the experiment one more time so that my data would be accurate. I then analyzed my data and I came to the conclusion that the penny was able to hold more regular water than soapy water. I conducted research for my conclusion so that I could discover what it was that exactly hold the water together more compared to soapy water. Through my research, I discovered that regular water has a stronger bond of water molecules that hold together. With soapy water, the water molecules become more spread out and the bondage is weakened. This is why the soapy water was not able to hold on to the penny longer compared to regular water. My catchy title was, “It’s Raining Pennies!” I thought this would be an engaging title because dropping the water on the pennies reminded me of raindrops falling. This also inspired me to make my poster background water droplets and to put pennies along the border of the poster. I learned a lot about water molecules during this experiment. This new knowledge is helpful to know when it comes to science.
This project will thoroughly help students to learn more about water molecules when it comes to physical science. Science Fair projects in general will help students to expand their knowledge on science and students can learn more about different areas in science through the projects that their peers present. An online resource that teachers can use to discover more science fair project examples is from the “Science Fair Warm Up” article. It has many ideas for science fair projects if your students are struggling to come up with ideas. Science Fair projects are a great way for students to learn more about science and be engaged with it.
Dr. Smirnova assigned us a project where we have to pick a book that is similar to our fieldwork unit plan and create a book talk trailer. I picked the book, "The Magic School Bus: Inside the Earth" by Joanna Cole because my unit plan was centered around earth science on the specific topic of the three types of rocks.
In the story, Mrs. Frizzle decides to take the students on her magic school bus to learn about rocks and the process of how they are formed. Mrs. Frizzle first started on talking about what is a rock and then brought the students on a journey to dig through the earth's crust. Mrs. Frizzle taught the students about soil. She then transitioned into explaining what Sedimentary rocks were and how they were formed as the students were digging and discovering these rocks. The bus went deep into the earth and the students discovered Metamorphic rocks as the teacher discussed interesting facts. The bus went even deeper and the students discovered Igneous rocks. These types of rocks were found in the earth's crust and in the mantle. As Mrs. Frizzle was describing each type of rock, the students would point out the names of the rocks that they discovered for each type. Mrs. Frizzle made the bus go into the layers of the earth starting from the crust, to the mantle, to the outer core, and eventually to the inner core. The magic bus was able to come back onto the earth's surface through a volcano. At the ending of the book, the students were able to tell what each type of rock was and presented their own examples of the types of rocks.
This is a great story for teachers to use to introduce the lesson on the three types of rocks. This story really breaks down how each type is formed, the characteristics, and some examples of each one. It would be helpful if teachers would read this story to the class and have them take notes on the important information that they found on each type of rock. If the teachers made a lesson on identifying which rock belongs to which type of rock, the students could use these notes as a guide.
Through this trade book project, I have also learned how this book would be an effective book to use in the classroom. There are many activities that can be done with this book. A way that teachers can get their students engaged with the book is by first showing them a book trailer. I created a book trailer to use to get the students wanting to know what happens in the story. I used the Animoto tool to create my trailer. It was very simple to use and I had a lot of fun with it. Teachers should definitely be making book trailers, especially if they need more help with engaging their students. Here is the link to my Animoto book trailer on this book.
My professor assigned us to watch the film, "Home" (2006), and to reflect in a statement or two on protecting the Earth's Habitability. There were multiple parts and roles of science for my classmates to choose and focus on during the film including: life, earth, space, physical science and engineering. I choose to focus on the earth science aspect of the film.
As I was watching this film, I was deeply moved. The camera footage was unbelievably beautiful and really showed various parts of the Earth that I have never seen shown before like this. It shocked me to see that the majority of the footage of the Earth showed how human activity affected the environment. The voice of the narrator described what was really happening in the Earth and spoke in a manner that could not be ignored.
I feel that I learned so much about the Earth in the short amount of time that this film provided. I learned that land, water, and life combined create a certain balance with everything and every being having a role to play. Agriculture is what started this change in the environment of the Earth. The land was greatly appreciated back in time and still today in other countries because their daily concern is to feed themselves by extracting from the land only enough to live on. This is extremely important because we are not being responsible consumers and are forgetting how scarce some resources can be.
In nature, everything is linked. Our constant need for oil and energy has destroyed the Earth and has affected our resources. Human behavior has shaped the Earth by creating toxic pesticides, excessive mining, extinction, water shortages, deforestation, global warming, droughts, wildfires, and excessive CO2 leveling. We need to take action now in order to protect our home. We can do many things to do this and every person can make a difference. It is important that we educate one another about the reality of what is occurring on Earth. It is also important that we join and adapt organizations to put an end to the damage that we causing to Earth.
This is a great film that can especially be used in the classroom. Teachers can use this to teach students about the Earth and/or global warming. It can also be used to help people learn the truth of what is happening on Earth and encourage others to take action and protect our home.
For my Science Methods class, I experienced a virtual class for the first time. The virtual class was from the Adobe Connect website through my college's eclass. When clicking the link into the site, I was able to see my professor who was using a webcam to communicate with the class. I could hear her because she had her microphone on through the laptop. In the center of the website was the PowerPoint Presentation that she created for the class through the laptop. The professor was on the top left side and below the live video was the names of my classmates with a chat box.
The professor taught the class about designing our lesson plans and preparing for the edTPA. As we learned throughout the lesson, the professor would ask us for our input and responses to what she was reviewing. We could communicate by clicking on the button that signaled we were raising our hand. The professor would call on the student and the student would respond through their own microphones that they would then turn on through their laptops. We could also communicate through the chat box.
This was a great way to teach class when it is not possible for you to physically be in the classroom. I will definitely keep this as a resource for me and my future classroom.
In order to create effective lessons, teachers must create inquiry designed lessons in order for students to gain a better understanding of what they are learning. This is especially useful for science-based lessons. In science lessons, it is important to be involved and have the students engage in hands-on experiences. I have successfully used inquiry before when teaching social studies. In this course, I will discover how to implement inquiry lessons in the science classroom.
Before working with inquiry based lessons again, I need to look at all my resources and refresh my memory on the subject. In this Myths About Inquiry Based Learning article, I discovered things that I did not notice or realize before about inquiry lessons. One of the myths was"Inquiry is using the scientific method." I always associated inquiry with this and when people would ask me what inquiry was, I would usually respond with this myth. After reading the response to this myth in the article, I realized that I was not viewing inquiry correctly. There is so much more to inquiry besides the steps to the scientific method. It is all about solving a problem in various ways. Another myth that was stated in this article was, "Inquiry is unstructured and chaotic." In the response, it discussed how the classroom gets very noisy and that it should be. It shows that the students are discussing and working together. When I used the inquiry lesson in social studies, I was constantly telling the students to quiet down. I realize not that I was mistaken. The students need room to discuss and discover. It should be a good thing to see the students getting actively involved in the lesson.
I discovered many definitions of inquiry in the article, What is Inquiry? After reviewing all of these definitions, I discovered that these experts have similar but complex definitions of inquiry. It also helped take away my original myth that inquiry was just the scientific method. It helped show me that there is so much more to it. Inquiry is all about making discoveries in various ways such as through observations, experiments, theories, questioning, etc. My favorite definition that stood out to me the most was "Curiosity is the centerpiece of inquiry, and curiosity is indicated by a
question or questions. . . . To inquire is to seek, obtain and make meaning
from answers to one’s questions. (Hubert Dyasi, Director, Workshop Center,
City College of New York, School of Education)" The lessons need to help students develop this curiosity in order to discover more about the meaning that they are trying to find.
The NASA: 5E Instructional Model, Inquiry, Learning Cycle, and 5E Model, and 5E Learning Cycle websites are great resources to discover more information about inquiry. They describe the inquiry process and in depth descriptions of the 5 E's (Engage, Explore, Explain, Elaborate, and Evaluate). The 5E Teaching Model for Teaching Inquiry Science and How to Use 5Es videos are also great resources when creating your inquiry lessons. I hope that this helps anyone who is looking for more resources about inquiry designed lessons!
I found it to be a difficult task when looking back on my experiences with Science. It is something that I do not think about often. When looking back on my education, I can only think about the positive experiences that I have encountered with English and Education. It’s hard for me to think of any positive experiences with science. In elementary school, I recall having difficult teachers who would call me out in class when I wouldn’t understand what we were learning. This was also the time when I would get nauseous easily from the life science videos. I remember taking frequent trips to the nurse's office because I would feel like I was going to faint from watching the videos or even talking about blood and the human body. In middle school, the trips to the nurse’s office still occurred. I remember specifically of a teacher who would make us do scientific experiments at home for homework. I found the experiments to be fun but it was a lot of work to do as a homework assignment. For the directions on these homework assignments, it would always start off as “Using ordinary household items…” and then it would list all the materials that I would need for the experiment. This was extremely frustrating for my parents and I because these were not “ordinary household items” and I would have to go to the store and try to buy these items. I remember one time my mom stapled the receipt of the items that we bought for the experiment onto one of the homework assignments. I did not have a good relationship with that teacher after that event. I do, however, recall a science teacher in middle school that I did like. He was a funny and patient teacher that really helped me understand science. He gave us many examples, notes, and videos during the lessons. I remember specifically completing the cell project. The project assignment was to create a model of either the plant or animal cell and label each part with the function of how it contributes to the cell. I chose to do the plant cell. I remember really enjoying this project and getting a good grade on it. Science in high school was extremely difficult. It got more complicated and I found myself getting behind the majority of the time. However, there were many teachers in high school who really helped me to succeed and helped me to understand when I struggled. When thinking of science outside of the classroom, I had a difficult time thinking of any scenarios. I think this might be because I do not like to think about science much. I feel like this experiences stand out to me because it really shows me how my viewpoint of science shaped over time. The only positive experiences that stand out to me were the teachers who really cared to help me when I was struggling and when I enjoyed completing the plant cell project. I feel like I have a good idea of why I have such negative feelings towards science. After reviewing my experiences throughout the classroom and outside of the classroom, I feel like I have an understanding of myself in regards to science. It is important that I get past these negative feelings towards science in order to finally get comfortable and find a love for science so that I can effectively teach my students. Looking at the beginning of my experiences, I feel like I set myself up to not develop a love for science since I have strong and passionate feelings towards English. Science has always seemed so far off from English that I feel like I developed biased feelings before diving into science with an open mind. I have also experienced teachers who were difficult to deal with when I struggled. The fact that the majority of these teachers that I encountered occurred in elementary school says a lot. I developed these negative feelings at an early age and was never able to shake off these feelings. The science teachers that I had in elementary school were not patient with me at all and often voiced their annoyance towards struggling students. The students that struggled were often called out in class for not understanding. I hated going to science class in elementary school. Science in fourth and fifth grade was brutal. I was always eager for the class to be over. When I am a teacher, I will never call out students who struggle in my class. If I notice any struggling students, I would be patient with them and work with them either in small groups or one-on-one in order to help them gain a better understanding. I would also never complain about struggling students in front of the whole class, that is just unprofessional and disgusting. Middle school had its ups and downs according to the experiences that I encountered there. I experienced another difficult teacher who did not give the students any fair homework. The homework experiments were too complicated and required too many materials that needed to be bought that night. Of course, it is important that students receive homework so that they can practice their skills and what they are learning. However, it is also important that the homework is not excessive or really hard. Experiments should be done in the classroom or should be given farther in advance so that students have time to complete them. The plant cell project was the only science project that I enjoyed completing. I think that is because it was the only project that I found to be not too complicated. This project also helped me to really gain an understanding of the topic on cells. I learned a lot from a project like this. I still struggled with science from the rest of middle school and high school, however, I did encounter many patient teachers who really cared about me gaining an understanding science. They tried to help me as much as they could, I
had one-on-one tutoring with some including after school help. I went to the extra help sessions and the test reviews. I did care about wanting to succeed in science but I never felt confident in it and always found it to be a struggle. I feel like I have encountered science outside of the classroom but I have a difficult time thinking of any situations that were good or bad. I think this is because I do not like to think of science in general. I honestly do not feel like I have been successful in science. It bothers me a little that I have so many negative experiences and that I have such little confidence in it. However, it does make me feel better that there are teachers that are patient and want to see struggling students succeed. When I think of someone who is successful in science, I automatically think of someone who is extremely talented in science and is able to easily apply science to life. I feel like I am definitely not at this stage. However, that does not mean that I crave to be at least somewhere near this stage. I wish that I was talented in science and I hope that overtime by working on my skills with science in the classroom, that I will be able to develop a positive attitude towards it and be an effective teacher. I never view struggling students as an annoyance because I understand how they feel. When we tend to view topics or subjects as hard, we usually do not go into it with an open mind and usually shut down when we struggle. I want to be able to help students to get past their negative feelings and succeed in what they struggle in. I also want to set this same goal for myself. I feel like this class will really help me to work on my science skills and will help me to get more comfortable with science in general. By being successful in the course, it will help give me the confidence to continue working on my science skills and help students to succeed in science. I define science as the study of the physical and natural world through observations and experiments. I feel like this description sums up what I think and how I view it based on my experiences. I refer to the physical world as the topics that are taught in science classes such as physics, chemistry, etc. I refer to the natural world as the topics that are taught in science classes like earth science, biology, etc. By stating “physical and natural world,” I feel like I summed up the various science topics. I also stated how it was studied “through observations and experiments” because I feel like these were the only ways in which we discovered and learned more about science regardless if it was “physical” or “natural.” As I am reviewing my chosen definition for science, I realized a couple of things that I did not notice before. This statement is pretty general and I feel like there is more to science but I don’t realize it yet. When I try to think more about science, I have a difficult time thinking past these basic definition. I’m sure that a lot more applies to science but I feel like I need to experience this on my own so that I can gain a better understanding of what science really is.
Looking at my definition, I can also see that I did not create a very creative one. I feel like if I had more positive experiences than I would’ve been able to create a more fun and broad definition for science. I think at the closing of this course, I will be able to develop a more effective and creative definition. My goal is to develop more confidence towards science and gain a better understanding of what science really is. I wish to try to develop a more positive attitude towards science so that my students will develop a positive attitude. If I have any struggling students, I will try to be more patient and help them to understand rather than get annoyed at them and make them feel like they do not have a chance to fully understand science. I really hope that one day I become an effective science teacher. In order to be a successful science teacher, I need to get more comfortable on this subject and gain a better understanding. I am looking forward to what is in store for me in this course.
Today is the first day of my Science Methods course. Dr. Smirnova engaged us in a few activities. The first activity was to draw a scientist. She had us draw our own versions of scientists from our perspectives.
My drawing looked a lot like Albert Einstein. The scientist was a man who looked much older. He had crazy looking hair and wore glasses. On his shirt, I had him wear one that said, "Science Rocks!" He also wore a tie with the planets in our solar system. In the picture, I also drew a half a table and a poster of the Plant Cell. I made it look like he was teaching students or other scientists about the Plant Cell. Here is what my drawing looked like on the classroom PowerPoint Presentation.
After everyone finished their drawings, we went around the tables to look at each others portrayals of scientists. There were many funny looking drawings and some of the drawings were even well done. After we all observed each other's drawings, we went back to our seats and reflected for a moment on what our drawings all had in common. We noticed that the majority of the class's drawings of the scientists were male. Only one person in the class drew a woman scientist. I think it is important that we try to get rid of this stereotype. We need to show the students that men and women can be great scientists. Another stereotype that we found was that every scientist was wearing glasses and "nerdy" looking clothing. This is another stereotype that we need students to stop listening to. You don't need to be "nerdy" to be a good scientist. Scientists all look different and have different hobbies.
This was a great activity to introduce students to science before getting into the material. It shows students that we are all scientists and they are not the stereotypical views that we tend to create. This is also helpful for the students who tend to struggle with science. It helps them to see that they can be able to understand science and that they are capable of being scientists. This was a great activity for students to do in the beginning of the school year.
