My Earliest Memory Of Science

Since I was a child in elementary school I was always interested in the sciences. To me it never seemed to matter what type; it could be space science, biology, or even chemistry that I would awe over. Without reading and writing I would never be able to accomplish the understanding that I have today about science; without it I would be in complete ignorance of how evolution and biology worked, or why baking is just palatable chemical reaction, I would have never been able to expand my knowledge outside of what the classroom taught me. I remember when I was still in elementary school all I wanted to learn about was the ocean, but there were no topics of discussion that even narrowly correlated to that subject; I was left

Standard: K-2, Science is a way of knowing… Science knowledge helps us know about the world.

Science was not my favorite subject in elementary or middle school, but my fondest memories of those years involved science. I can vividly remember working on a project on mucus in the eighth grade, and the fun I had putting my information together. When my name was called, I thought my teacher would tell me I had done poorly, but she applauded me and told me my project was among the best. From there, my love for science blossomed and I looked forward to completing research projects. In the ninth grade, I wrote a research paper on stem cells, and I did not even consider it a burden; instead I looked forward to the debate on stem cell research, which was a component of the project. I looked forward to educating my peers about what I had learned during my research process. I wanted to hear all about what they had to teach me as well. Once a week, we would work on labs for the regents, and I always looked forward to doing them and analyzing my results afterwards.

Ever since I was younger, science has captivated my interest and has molded me into the person I am today. When the rain would come crashing down on my elementary

My passion for science became prominent in my freshman year of high school. That year, I was introduced to Pre-AP Biology, and I enjoyed it beyond measure. We learned about living beings and how they worked from the most general of ecosystems they lived in all the way down to the insides of their cells. My teacher made sure to push our limits of what we could learn, and although many people despised it because of this, it helped my knowledge of science grow stronger. One of the most memorable moments from that class was when we dissected a pig. Although most dissections during high school just end with a mangled pig and little to no knowledge from the encounter, we went through each and every organ and made sure we knew the function and relative

Wheelers said that when kids are little they love science and find all aspects of it extremely fascinating, however, when many students get to middle school and high school, then the science information gets drilled out in lectures and tests all while students are competing against one another to get the best grade.

Based on the NSTA Position statement, the curriculum of science from kindergarten through 12 grades has kept changing during the century of rapid development of science. Those changes increase the complexity of teaching and learning science. Teachers are required to design the science class that provides sufficient and effective activities of science to students. In addition, students are expected to complete the task by following the instruction and to adopt the factual knowledge replacing the superficial information or isolated facts. The importance of science programs is to assist students to adapt the community of the well-developed science, and develop student’s self-assessment skills.

Science is the process of observing, thinking, and reflecting on actions and events, for young children science involves constructing the relationship within which the factual information can be organized into meaningful concepts ( Brewer, J.A,2007)Therefore, engaged in the science and discovery centre children will firstly, gain the knowledge the basic science concepts and show the familiarity with the terminology. Secondly, children would adopt the scientific skills for observing, communicating, comparing, classifying, organizing , measuring and experimenting. Thirdly, being involved in the science and discovery centre children will develop dispositions, and show interest to investigate unusual objects and events. Likewise, children will

In addition to research based programs that integrate science and literacy learning into one combined lesson there are other strategies that teachers can use to integrate these two subjects. The 5-E’s model for lesson planning is an effective way to structure science lessons to incorporate literacy learning. The 5-E’s include engaging the student in the learning, exploring the content topic, further learning is done through explaining the topic, students are then required to elaborate on the topic, and then asked to evaluate their learning. In the article “Content Area Literacy: Individualizing Student Instruction in Second Grade Science” (Connor et al., 2010), researchers created the ISI-Science curriculum and implemented

“In the beginning,”...what was in the beginning? Science is only starting to scratch the surface of our origins, but all these findings are rather recent. Humans didn’t always have carbon dating and archaeology to find answers about their past, so they had to draw their own conclusions based off of their own lifestyles. So back to the earlier question, what was in the beginning? According to the Mayans’ Popol Vuh, there was nothing. Then the existing deities, Heart of Sky and the Plumed Serpent, joined together to give themselves the power to form the Earth from the water with their words. Heart of Sky met with the Plumed Serpent, and together they agreed on the creation of man, who would maintain the Earth and worship them. So they created animals, and made them the guardians of the forest. However, when the creators ordered the animals to speak, they could only screech and howl. Frustrated, the gods allowed them to remain guardians of the forest, but decreed that they should be eaten. After this attempt, four sub deities, the Modeler, the Maker, the Begetter, and the Bearer, attempt to make humanity out of clay. However, this creation, while being humanoid, cannot sustain itself and crumbles and falls apart. Next, the wooden humans, the manikins are created, but they know no gods, and are ugly, and lead their lives without care for their environment. The manikins are eventually killed by the animals and cookery. Finally, the gods pull themselves together, and put their

As a matter of fact, I have always love the topic of science, however, I didn’t watch the shows that taught science for young children because, my parents thought a talking dog and his friends solving mysteries was the best choice for me. I don’t regret that decision at all. Science in general for me has been easy due to me having a great memory, for instance, during tests, I am able to picture the book, which helps me get the right answer. The involvement with Advance Placement Chemistry has taught me many key life lessons. These include; study, study, and more study, you cannot study enough for any subject. The art of being prepared, procrastination will hurt you in

Scientific literacy is being able to think scientifically and understand scientific views of the world. Science and math work well together because science provides a platform for students to use their math skills such as graphing, measuring, counting, estimating, and data observation. Teachers need to incorporate more science and math education starting in elementary schools. As a teacher, I want to teach my students the value of science and math education. I can incorporate hands-on experiments in my class that will get children excited to learn about science. I can also explain to the students how science and math work hand-in-hand by providing experiments that allow the students to exercise their scientific literacy as well as their math

My first memory of doing a science activity in school was bird watching in kindergarten. I remember my teacher took my class outside and gave each of us a sheet of paper. She told us to draw every different bird that we saw. When we came back inside, she showed us pictures of different types of birds in our area and had us tell her which birds we saw. I remember that I really enjoyed doing this activity. I think I liked it because instead of having class inside, we got to have class outside. I also liked having the freedom to walk around outside and look for birds without my teacher with me the entire time. Another reason that this memory stands out is because it was my first real science activity in

As a matter of fact, I have always love the topic of science, however, I didn’t watch the shows that taught science for young children because, my parents thought a talking dog and his friends solving mysteries was the best choice for me. I don’t regret that decision at all. Science in

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing